Literaturnachweis - Detailanzeige
| Autor/in | Aldrich, Richard |
|---|---|
| Titel | Educational Reform and Curriculum Implementation in England: An Historical Perspective. |
| Quelle | (1994), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; British National Curriculum; Decentralization; Educational Assessment; Educational Change; Educational History; Elementary Secondary Education; Foreign Countries; Free Enterprise System; Local Government; Politics of Education; School Restructuring; United Kingdom (England) |
| Abstract | This paper provides a historical perspective on the implementation of educational reform by the Thatcher government in England. Since 1979, and particularly since the Education Reform Act of 1988, the state educational system in England has undergone massive reform in the form of a national curriculum, increased school-based management, and the reduction of local education agencies' powers. The rationale was to place control of education in the hands of consumers (parents and employers) and to use market forces to improve school effectiveness. This analysis of educational reform and curriculum implementation is grouped around three themes--culture, control, and curriculum. It is argued that the reforms have been inspired by a desire to reverse the course of history. Three conclusions are made regarding culture, control, and curriculum. First, radical reform of one part of the education system will have little effect if the old social, economic, political, and educational hierarchies continue in an unreformed state. Second, the great concentration of central-government control makes education vulnerable to violent policy reversals should another party come to power. Third, there is no guarantee that the central government possesses educational wisdom. Positive outcomes have been achieved in specifying objectives, ensuring progression within and between schools, and improving knowledge and standards in neglected areas. However, three problems remain: (1) the continuing interference by government ministers in curricular details; (2) the exemption of independent schools from curriculum and testing requirements; and (3) the lack of fit between a traditional, subject-based, centrally controlled national curriculum and a consumer-led approach to education. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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