Power, Policy and Personality in Scottish Education 1885-1928

Autor/in	Humes, Walter
Titel	Power, Policy and Personality in Scottish Education 1885-1928
Quelle	In: Journal of Educational Administration and History, 53 (2021) 3-4, S.233-248 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Humes, Walter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2021.1883563
Schlagwörter	Educational Policy; Educational History; Policy Formation; Public Officials; Educational Administration; Decision Making; Administrative Organization; Educational Legislation; Government Employees; Leadership; Political Power; Criticism; Public Agencies; Advisory Committees; Foreign Countries; Biographies; Personality Traits; Elementary Secondary Education; United Kingdom (Scotland); United Kingdom (London) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Politische Betätigung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Decision-making; Entscheidungsfindung; Bildungsrecht; Schulgesetz; Führung; Führungsposition; Politische Macht; Kritik; Öffentliche Einrichtung; Beratungsstelle; Ausland; Biography; Biografie; Biographie; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	This paper examines a period in Scottish educational history when civil servants, not politicians, were in the ascendancy in the initiation of policy. The first three Secretaries of the Scotch/Scottish Education Department (SED) -- Henry Craik (1846-1927), John Struthers (1857-1925) and George Macdonald (1862-1940) -- enjoyed considerable authority, which enabled them to set the tone of the Department's relations with schools and local authorities. This was possible for a number of reasons: the administrative challenges following the Education (Scotland) Act of 1872; the growing strength of the civil service; weak political leadership; the location of the SED in London, not Edinburgh. The paper examines the Department's reaction to criticism, including demands for an Advisory Council on Education. It is argued that while some of the policies pursued by Craik, Struthers and Macdonald represented sensible pragmatic responses to rapidly developing circumstances, their management style established a pattern that had unfortunate longer-term consequences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01