Public Sector Reform: Principles for improving the education system: 30 (Bedford Way Papers, 30)

Vincent, Carol,Moss, Gemma,Vignoles, Anna,Allen, Rebecca,Steer, Richard,Coffield, Frank

ISBN 10: 0854737731 / ISBN 13: 9780854737734

Editore: Institute of Education, 2007

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Most items will be dispatched the same or the next working day. A copy that has been read but remains in clean condition. All of the pages are intact and the cover is intact and the spine may show signs of wear. The book may have minor markings which are not specifically mentioned. Ex library copy with usual stamps & stickers. Codice articolo wbb0022996431

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Titolo: Public Sector Reform: Principles for ...

Casa editrice: Institute of Education

Data di pubblicazione: 2007

Legatura: Brossura

Condizione: Good

Descrizione articolo

Riassunto:

For ten years, the UK government sought to improve public services through a combination of increased investment and a "tough" regime of top-down performance management. Now, it has signalled a major change of direction, by introducing a new model of reform that seeks to balance top-down measures with pressures from below (greater user choice and voice) and horizontal pressures (market incentives and improving the capability and capacity of the workforce).

Public Sector Reform offers a critical appraisal of this new model, which the authors argue is not well supported by research evidence. They suggest an alternative approach for education, based upon a set of principles for improving quality of learning. They argue for a realistic programme which would balance reform and maintenance, moderate change and sustainability, central and local direction, teacher empowerment and professional accountability. In all, teaching and learning must be at the heart of the system.

Informazioni sugli autori:

At the time of publication, Frank Coffield was Professor of Education at the Institute of Education, University of London, having previously worked in the Universities of Newcastle, Durham and Keele. Earlier, he taught in a comprehensive school, an approved school and Jordanhill College of Education in Scotland. He was Director of the ESRC’s research programme into The Learning Society from 1994 to 2000, and edited four reports and two volumes of findings from the programme.

At the time of publication, Richard Steer was a Research Officer at the Institute of Education, University of London. He had been at the Institute for three years, working on an ESRC Teaching and Learning Research Programme project looking at ‘The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector’. His main interests are in post-compulsory education and training policies, governance and social inclusion.

At the time of publication Rebecca Allen was a PhD student in the Centre for Economics of Education, Institute of Education, University of London. Her thesis was entitled ‘Choice-based secondary school admissions in England: social stratification and the distribution of educational outcomes’. Before returning to full-time study, Becky was a secondary school economics teacher in a London comprehensive.

Anna Vignoles is Professor of Economics of Education at the Institute of Education, University of London. Her research interests include education and the economic value of school. She has been an adviser to both HM Treasury and the Sector Skills Development Agency, and has undertaken extensive research for the Department for Education and Skills.

Gemma Moss is Professor of Education at the Institute of Education, University of London. She specialises in the study of literacy policy, gender and literacy, and children’s informal literacy practices and their relationship to the school curriculum. She has held a succession of research grants from the ESRC on these topics.