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1.
本文以法制精神为主轴,以重要教育举措为横轴,以"每个孩子都很重要"为教育价值取向,审视了英国从1944年到2008年过去半个多世纪颁布的几部影响着英国基础教育格局和走向的法律,如1944年的教育改革法,1988年教育改革法,1993年的教育法和2006年教育检查法等,以及发展基础教育的六大举措:如统一国家课程标准,发展自我管理学校,监控教育服务和质量,打造特色学校等。文章最后对我国教育可以借鉴的方面提出了建议。 相似文献
2.
《British Journal of Special Education》1989,16(3):123-125
This month colleges of further education will have new governing bodies under the provisions of the Education Reform Act. Their composition and their size, combined with the effects of local financial management, may change the range and quality of courses for students with special educational needs. Derek Betts, education secretary, National Association of Teachers in Further and Higher Education, describes and comments on the changes taking place. 相似文献
3.
The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act. 相似文献
4.
IAN C. COPELAND 《Educational studies》1999,25(1):99-111
An exploration of the governmental policy, prison works, and its attendant recidivism provides the general opening. The 1944 Education Act is then taken as furnishing the medical model of personal handicap and deficiency which informed special education at an early stage. The Warnock Report's attempt to shift considerations to educational grounds is examined with a particular focus upon the ensuing definition of special needs and its legacy in legislation following the 1981 Act to the present. Foucault's concept of normalisation is the basis for analysis of the normative elements in the main features of the national curriculum and testing. This latter together with aspects of the 1988 Education Reform Act are examined with regard to their impact upon special educational needs. The conclusions are that 'education works' and the rediscovery of the medical model of personal deficiency. 相似文献
5.
Brian Bennett 《Higher Education Quarterly》2002,56(3):287-302
In the 1980s, the Government believed that the extra demand for new graduates would need to be met by making higher education institutions more 'business–like'. This change was aimed at making these institutions more responsive to the country's economic needs by improving access, quality and efficiency. One consequence of the move to more 'business–like' organisations was the imposition, under The Education Reform Act (1988) and The Further and Higher Education Act (1992), of newly constituted boards of governors upon the new universities and colleges of higher education.
These new boards were structured so that the majority of their membership consisted of 'independent members', defined in the 1988 Act as 'persons appearing to the appointing authority to have experience of, and to have shown capacity in industrial, commercial, or employment matters or the practice of any profession'. These boards were expected to lead, or at least to act as catalysts for, the necessary change process. The paper argues that boards of governors could be said to be very efficient but not necessarily very effective and suggests that more needs to be known about the corporate governance process in the new universities and colleges of higher education. 相似文献
These new boards were structured so that the majority of their membership consisted of 'independent members', defined in the 1988 Act as 'persons appearing to the appointing authority to have experience of, and to have shown capacity in industrial, commercial, or employment matters or the practice of any profession'. These boards were expected to lead, or at least to act as catalysts for, the necessary change process. The paper argues that boards of governors could be said to be very efficient but not necessarily very effective and suggests that more needs to be known about the corporate governance process in the new universities and colleges of higher education. 相似文献
6.
Kate Reynolds 《Gender and education》1992,4(3):289-300
The introduction of the 1988 Education Reform Act in Britain marks the beginning of the most substantial changes to the system of State education since the 1944 Education Act. Many have argued that the rationale for these changes rests on the introduction of the principles of ‘market forces’ and represents an attempt to create an internal and external educational market. Already some research has begun to examine the ideology behind some of the measures introduced by the Act such as the National Curriculum and the likely effects of the testing and assessment which accompanies it on issues of ‘race’, gender and class. However, as yet, little work has focused on another measure introduced by the Act which threatens ‘equal opportunities’, that is local management of schools (LMS). It is my argument that central to all these measures is an ideology that sees education as performing a certain function, State schools as certain types of institutions and teachers and pupils as certain types of people. Indeed, just as it is often argued that the National Curriculum rests on an assumption of a specific type of educational knowledge and a certain type of educational practice, so it is my contention that local management assumes a specific model of pupil, school, governor, teacher and parent. Both the ideology behind the 1988 Education Reform Act and the measures flowing from it seek to create a market in education. It is this tenet in the recent reforms which theatens the continuance of ‘equal opportunities’. The creation of this educational market aims to replace the notions of quality of opportunity which in one form or another have represented the British post‐war educational consensus with the rhetoric of choice, standards and differentiation which have been the hallmark of British domestic social policy since 1979. 相似文献
7.
程幼金 《黄石理工学院学报(人文社科版)》2010,(5):55-58
《国家中长期教育改革和发展规则纲要（2010-2020年）》（以下简称《教育规划纲要》）的颁布引发学界对教育理念的思考。教育理念所起的作用是观念对实践的作用,它引领着高校发展的航向。文章从概念入手,论述了教育理念是长期教育实践的产物,是与社会进步发展同向的符合性选择;并提出教育理念应具有学校的个性特征,应从求知向求能转变,对新建本科院校树立个性特色的教育理念具有理论和现实意义。 相似文献
8.
自《1988年教育改革法》颁布实施之后,英国中等教育证书考试成为了对结束义务教育阶段的中学生的知识、技能水平的全面鉴定。在新世纪,英国中等教育证书考试受到人们越来越多的关注,但同时又面临诸多如质量下降、学业成绩差距拉大等新的挑战。本文通过对新世纪英国政府重要教育报告的分析,揭示英国政府对中等教育普通证书考试改革的重要举... 相似文献
9.
美国教育部于2010年发布的《改革蓝图》是对2002年《不让一个孩子掉队》法案在实施过程中所遇到的问题进行的修订。它是在复杂的政治、经济以及现实背景下出台的,基于对其主要内容的分析可以看出,强调“公平性”和“追求卓越”、“关注学业成就、倡导责任共享”是《改革蓝图》的主要特征,可以说它为未来美国基础教育的均衡发展奠定了坚... 相似文献
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11.
Julia Wardhaugh 《International Studies in Sociology of Education》2013,23(1-2):209-223
ABSTRACT This paper considers the changing legal context of school attendance, in relation to the Education Reform Act 1988 and the Children Act 1989. The new Children Act seeks to alter legal and welfare approaches to school non‐attendance, and to ‘decriminalise’ truancy by replacing care orders with education supervision orders. The tensions that exist both within new and existing legislation, and between legislation and its implementation by education and welfare agencies are explored. While the Education Reform Act 1988 has no provisions relating specifically to school attendance, measures such as open enrolment and local management of schools impact indirectly on school non‐attendance. The Act has also contributed to the development of local and national initiatives to reduce truancy levels. Finally, the intended and unintended consequences the enforcement of regular school attendance has on the lives of truants is examined. The development of a deviant career is traced, from the initial act of not attending school, through the regulatory and labelling processes of various agencies, to the final state of being out of school and in care. 相似文献
12.
Kate Reynolds 《Gender and education》1991,3(1):81-85
Education has been the subject of much debate during the late 1980s. The Education Reform Act 1988 marks a major shift to the right in central government approaches to state education. However, despite these changes there has been little attempt to develop an alternative vision of education not founded in the ideology of ‘the market’. In 1989, Women for Socialism held a conference which brought together socialist‐feminists to begin the process of building a vision of an education system which would challenge the oppressions of class, gender and race. 相似文献
13.
Hilda Kean 《教育政策杂志》2013,28(2):145-154
Abstract Recent legislation embodies different concepts of education that are commonly driven by the market and financial considerations. The Local Management of Schools (LMS) part of the Education Reform Act (ERA) is very similar in concept to recent innovations in the structure of other local government services. The continuing financial incorporation of education within the local government framework has resulted in the education welfare tradition being eroded especially through compulsory competitive tendering. Policy alternatives might be considered that look at structures for education outside the specific education remit and that see schools as a site for broad local authority provision. 相似文献
14.
Changing Internal Governance: A Discussion of Leadership Roles and Management Structures in UK Universities 总被引：1，自引：0，他引：1
Robin Middlehurst 《Higher Education Quarterly》2004,58(4):258-279
A series of reviews over the past six years – from Dearing ( NCIHE, 1997 ) to Lambert ( Lambert, 2003 ) – have addressed the question of whether the structure and process of ‘governance’ in higher education is fit for modern times. This is a proper question to ask as operating environments change and pressures on institutional resources increase. Indeed, it is not coincidental that both the recent government‐sponsored reports and those of the previous decade ( Jarratt, 1985 ; NAB, 1987 ) were associated with significant financial changes in the sector. There are further parallels in that both the reports of the 1980s and those of the later period heralded legislative changes that produced – or will produce – new patterns of higher education provision in the UK ( Education Reform Act, 1988 ; Further and Higher Education Act, 1992 ; Higher Education Act, 2004 ). The messages from the reports and White Papers ( DES, 1987 ; DES, 1991 ; DfES, 2003 ) published in this twenty‐year period have remained broadly similar, even though the wider environment has altered significantly. ‘Increase efficiency, find new sources of income and improve performance across an ever‐widening range of activities and services’ have been the watchwords of successive governments. Given the consistency of the message, it is useful to analyse the changes that universities have been making to meet these requirements and to consider what further changes may be needed in the light of new external challenges. The first part of the paper offers a historical perspective before addressing the evolution of leadership roles and management structures from the late 1980s. The second part considers some of the current drivers of internal and external change before discussing the kind of changes in internal governance that are emerging and that should be considered for the future. I conclude by arguing for a shift in focus from structure and roles to people and processes in the task of leading change in universities. 相似文献
15.
《British Journal of Special Education》1988,15(3):98-101
The conflict between the intentions of the Education Reform Act and those of the 1981 Education Act, the Warnock Report and related developments is discussed by Professor Klaus Wedell, Institute of Education, London University. Questions about modifying and disapplying the National Curriculum for pupils with special educational needs are also raised. 相似文献
16.
美国加利福尼亚州的《私立中等后教育和职业教育改革法案》确定了私立高等教育和职业教育注册认证制度及其相关的教育管理机构与有关法律条规，包括道德和商业行为，即办学费用说明以及如何保护受教育消费的合法权益。由此，期待我国私立民办高等教育机构及管理对应参照，积极思考或有效借鉴，以促进规范管理，依法办学。 相似文献
17.
《British Journal of Special Education》1989,16(4):136-138
Mavis Willey is head of an outer London primary school which includes a number of pupils with learning difficultles and she is committed to a whole school approach to their education. She views with mounting dismay the threats to the whole school policy and the viability of schools like hers which local management of schools and other provisions of the Education Reform Act present. 相似文献
18.
胡卓君 《中国远程教育(综合版)》2011,(6)
为贯彻落实国家全民终身教育和人力资源强国战略,《国家中长期教育改革和发展规划纲要(2010-2020年)》作出了创建国家开放大学的重要规划。针对开放大学创建中存在的电大翻牌说认识误区,需分析其产生的原因,进而研究消除认识误区和以电大为基础创建开放大学的相应对策。 相似文献
19.
John Tomlinson 《教育政策杂志》2013,28(3):275-279
The Education Reform Bill is contrasted with the 1944 Education Act, especially in regard to the schools sector and the responsibilities of local education authorities (LEAs). The 1944 Act is seen as part of the formation of a Welfare State after the devastation and social upheaval of the war, in which educational opportunity and notions of a just society were guiding principles. The 1988 bill is seen as based on the spirit of consumerism, individual entrepreneurism and competition: the values of the market. The contrast is examined specifically in relationship to policies for access to education, where a right based on citizenship is compared with the differential opportunities required by a market place, and through consideration of the different roles required of LEAs in a planned, comprehensive public service compared with a mixed economy of LEA and non‐LEA schools. It is argued that the strategic role of the LEA to plan and ensure provision as circumstances change will be more difficult to perform, and may be vitiated. The contradiction between a national curriculum and a market place in education (centralism vs. the free market) is highlighted and the question raised whether so contradictory a piece of legislation can achieve the ends its promoters hope of it. 相似文献
20.
阿普尔批判教育演讲及对中国教育改革的启示 总被引：1，自引：0，他引：1
迈克尔W·阿普尔的教育演讲阐明了教育评价的四种方式,批判新霸权主义集团的教育政策,揭露“现在教育改革究竟谁获益”的本质．从意识形态、政治制度与多元文化传统的视角对美国基础教育改革的《不让一个孩子掉队法案》进行批判反思,并提出萎于反思性实践的合理性建议,对中国教育改革具有启示意义。 相似文献