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GEOFF SCOTT 《Assessment & Evaluation in Higher Education》2003,28(3):323-332
Higher education in Australia is little different from university sectors around the developed world. It has experienced declining levels of public funding, increasing dependence on competitively sourced domestic and international income and increased consumer-style pressures from a growing fee-paying student body. The establishment of the Australian Universities Quality Agency (AUQA) in 2001 and the commencement of institutional quality audits in 2002 adds a new mechanism for public accountability. Five Australian universities of technology, members of the Australian Technology Network (ATN), are taking a collaborative approach to the development of institutional responses to the new quality agenda. A key theme of their collective response to this development is to focus on how the prospect of an external audit can provide a positive driver internally for improving institutional quality management. 相似文献
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This paper notes some similarities between school choice policies in England and the US and considers how far any convergences can be explained, on the one hand, by broader social changes and, on the other, by evidence of policy exchange. In the first case, it discusses the usefulness of concepts such as post-Fordism and post-modernity and indicates their limitations. In the second case, it identifies relevant neoliberal policy networks within and between the two countries but finds more evidence of the use of overseas examples to legitimate policies at home than it does of direct policy borrowing. Reflecting upon both sets of explanations, it argues for a clearer conceptualisation of the relationship between accounts of the micro-politics of policy making and macro-level theories of change. 相似文献
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Student perceptions of their IEP targets 总被引：1，自引：0，他引：1
The 2001 Code of Practice for Special Educational Needs ( DfES, 2001 ) explicitly states that students with IEPs should have an active role in the writing and implementing of them. A research project was conducted in which 19 Year 8 students in three schools were interviewed, with the findings cross‐referenced against an examination of their individual education plans (IEPs) and interviews with the SENCos. Very few students were able to communicate a clear understanding of IEPs. Students' stated targets mostly reflected mainstream target‐setting: very few stated targets matched with those in their IEPs. Consistent with these findings is literature which argues that meaningfully involving students in the IEP process takes considerable time and effort, which would appear to imply that the number of students with IEPs in any one school must be limited. Against this are pressures, particularly from OFSTED but also from examination boards, to have IEPs available as evidence that students' needs are being met. The article concludes by suggesting that SENCos look to limit the number of IEPs issued, alongside a robust defence of the school's special educational needs policy within the school evaluation form to ensure that students' needs are met and also are seen to be met. 相似文献
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This article discusses two school‐based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of ‘lifelong learning’. Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners identities that enable them to thrive in the circumstances of contemporary life. These case studies suggest that current approaches to vocational education and training in schools are enacting the first but not the second of these agendas. Institutional barriers are being removed and work placements drawn in to schooling programmes. However, the pedagogy, assessment and curriculum of the programmes emphasizes short‐term (and conflicting) knowledge objectives rather than orientations to flexible lifelong learning. We argue that it is teachers rather than the students who are thrust most forcibly into adopting new learner‐worker identities consonant with the attributes of ‘lifelong learners’ and the demands of the contemporary workplace. 相似文献
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GEOFF SOUTHWORTH 《School Leadership & Management》2013,33(1):73-87
This article examines what two school‐based qualitative research projects have highlighted about primary school leadership and development. After discussing findings from the Primary School Staff Relationships and Whole School Curriculum Development Projects, the author reflects upon these insights in terms of: the complexity of leadership; instrumental and expressive leadership; the pace of school development; headteacher motivation; vision, ownership and community. The author concludes that primary school leadership needs to be more carefully researched and rethought. 相似文献
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