The tensions between economic and educational choices for schools have never been sharper

Toby Greany and Rob Higham.

The economic and regulatory incentives facing state schools in England are increasingly in tension with an inclusive, broad and balanced education for pupils.

Since 2010 the Government has used the language of a ‘self-improving school-led system’ to characterise its reforms, arguing that these are ‘moving control to the frontline’. Our research shows that this is a partial and idealised account: while some higher performing schools are benefitting, the system as a whole is becoming more fragmented and less equitable.

Schools have been strongly encouraged (and sometimes forced) to become academies, which are independent of local government, on the premise that they will be freed from red tape.

Yet schools and academies have faced greater regulation… read the full article on guardian.com.

See our new report here.

 

Tagged with: , , ,
Posted in accountability and inspection, Leadership and management, Uncategorized

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

UCL Institute of Education

This blog is written by academics at the UCL Institute of Education.

Our blog is for anyone interested in current issues in education and related social sciences.
@IOE_London
Keep up with the latest IOE research

Enter your email address and we'll let you know when a new post is published

Join 30,356 other followers