Full Description
It is not only the UK education system which has recently undergone a process of change, although it has certainly been one of the most dramatically affected. Free market conceptions have played their part in these changes, particularly throughout the European Union. This collection therefore focuses on the economic and social contexts for education both in the UK and internationally, and how these have had an impact on the education systems of different countries. The authors write from a wide range of standpoints, some supportive and some critical of the new paradigms, but all focus on the traditions which have been subjected to ideological attacks, and in the processes and outcomes of those attacks.
Contents
Introduction Section 1 International differences and comparing tradition 1.1 Social selection in educational systems in Europe W.Mueller and W. Karle 1.2 School Knowledge tradition Britain and a single market Europe: prospects for a common school curriculum M. Maclean 1.3 Faith based grant-maintained schools: selective international policy borrowing from the Netherlands G. Walford 1.4 European dimensions in schools I. Findlay Section 2: Economic change and education 2.1 A Curriculum for the 21st century M. Young 2.2 Flexible specialisation, work organisation and skills: approaching the `second industrial divide A.J. Phillimore 2.3 The challenge of economic utility C. Bailey 2.4 Training credits: the pilot doomed to succeed K. Roberts Section 3: Ideologies in Conflict 3.1 Speech by the Prime Minister the Rt. Hon. James Callaghan, MP, at a foundation stone-laying ceremony at Ruskin College, Oxford, on Monday 18 October 1976 3.2 Public versus Private Provision S.R. Dennison 3.3 Markets or democracy for education S. Ransen 3.4 Explaining economic decline and teaching children about industry: some unintended continuities? J. Ahier Section 4: Institutions and Policies 4.1 The changing role of the state in education provision C. Chitty 4.2 New magistracies and commissionariats R. Morris 4.3 The policy process and the processes of policy R. Bowe , S.J. Ball with A. Gold 4.4 Market discipline versus comprehensive education: a case study of a London comprehensive school struggling to survive in the education market place S. Gewirtz 4.5 Equal opportunities: the curriculum and the subject L. Jones and R. Moore
