Originally published in 1986. As the keystone of public
policy-making and social reform in the post-war period, education
has been expected to fuel economic growth, facilitate equality of
opportunity, and afford social justice to the deprived. But its
vision and objectives are now being questioned in ways which have
enormous implications for the management of the service - the
traditional balances of autonomy, power and accountability are
being redefined. The contributors to this book discuss the effects
that this changing environment has had upon a variety of
practitioners, and analyse problems and initiatives that are
developing within key policy sectors in curriculum and assessment,
in the professionalism of teachers, in planning, and in finance.
Three major alternative strategies for resolving current dilemmas
in the government of education are then reviewed: a further
concentration of power at the centre; a community service which
would decentralize decision-taking to schools and their local
communities; a strengthening of the powers of the local authority.
Finally, the editors evaluate these alternatives before proposing
their own reconstruction of the government of education.
General
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