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Education Reform in the UK - since the 1990s

Education Reform in the UK - since the 1990s. 2005. 10. 20 Dr Sang-Duk Choi (Korean Educational Development Institute). Contents. I. The ERA and Education Reform in the 1990s

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Education Reform in the UK - since the 1990s

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  1. Education Reform in the UK- since the 1990s 2005. 10. 20 Dr Sang-Duk Choi (Korean Educational Development Institute)

  2. Contents I. The ERA and Education Reform in the 1990s II. The Labour Government and Education Reform III. Education Reform for lifelong learning

  3. Before the 1988 Education Reform Act • Before the ERA: The 1944 Education Act - A national system, locally administered - LEA administered all levels of education except universities - Triangle system between central government and LEA And teachers’ union

  4. The ERA and Education Reform in the 1990s (I) 1. The 1988 Education Reform Act (ERA) - Compulsory National Curriculum for all pupils in state schools from ages 5 to 16 - National Achievement Tests at ages 7, 11, 14 (Standard Assessment Tasks) and 16 years (GCSE) - A system of Local Management of Schools (LMS) - Parents’ right to vote for Grant-maintained Schools (GMS) - Open enrolment for school choice 2. Quango (Quasi-autonomous non-governmental organization) - NCVQ (1986-97): NVQ based NQF - OFSTED(1992- ): Inspection - FEFC(1993-2001): Funding - QAA(1997): Assessment in HE

  5. The ERA and Education Reform in the 1990s (II) 3. A quasi-market model (Le Grand & Bartlett, 1993) • Whilst education is considered to be left to the “market” principle, “state regulation” is also regarded as an important element to promote competition based on that principle. • It tends to “steer at a distance”, particularly with a funding system linked to evaluation. • Its main characteristics are “school choice, local school management, institutional competition, performance-related funding, regulation by contract, funding regime and market relations, flexible and loosely regulated labour markets, and voluntarist training regimes” (Green, Wolf and Leney, 1999)

  6. The New Labour Government and Education Reform (I) 1. The New Labour and the Third Way - Beyond the Old Labour and neo-liberalism - Emphasis on raising standards of education in schools and social cohesion (Standards and Effectiveness Unit) - Revitalization of civil society to increase “social capital” for raising standards of education and economic development (EAZ) 2. National Strategies for literacy and numeracy in primary schools since 1997: to impose some uniformity on teaching method - Outcomes: a rise from 65 to 75 per cent in the proportion of children gaining level 4 in English at KS2, and from 59 to 72 per cent in Maths. (DfEE(2001), Schools: Building on Success) - League tables based on SATs

  7. The Labour Government and Education Reform (II) 3. Emphasis on Public Private Partnership(PPP) in raising standards of education in deprived areas in relation to social cohesion - Education Action Zone (1998- ) : By 2002, 1300 schools in 73 zones (I year £1million: 750,000 from government, 250,0000 from sponsors) - Excellence in Cities (1999- ): By 2003, 1000 schools based on partnership - Academies (2000- ): total £5 billion ( target in 2010, 200 schools) cf. PPP includes the contracting out of services by LEAs to private companies.

  8. Education Reform for lifelong learning (I) • The Green Paper, Lifetime learning(1995) – NTET, IIP • The Green Paper, the Learning Age(1998) – UfI, ILA • The White Paper, Learning to Succeed(1999) – LSC (post-16 education and training) • The White Paper, Qualifying for Success(1999) – AS qualifications, Vocational A level, Core Skills • Learning and Skills Act of 2000LSC & 47 local LSCs 6. The White Paper, 14-19 Education and Skills (2005)

  9. Education Reform for lifelong learning (II) • LSCs as a driving force for Lifelong learning 2. The White Paper, 14-19 Education and Skills (2005) - tackle low post-16 participation: increase participation at age 17 from 75% to 90% over the next 10 years. - ensure that every young person has a sound grounding in the basics of English, Maths, the skills for employment - provide better vocational routes for further learning and employment - new specialized Diplomas available at level 1(foundation), level 2(GCSE), level 3(advanced) - Sector Skills Councils playing a role in designing specialized Diplomas

  10. Education Reform for lifelong learning (III) 3. A network model (Choi, S., 2003) • The social partnership as the Third Way is still mainly based on non-institutionalized and non-statutory networks. And “voluntary cooperation and trust” are regarded as the key feature rather than legislation. • The government partly centralizes power in strategic areas through funding systems, in order to enhance “standard-setting, monitoring and steering”. • The main role of LSCs is to promote “planning collaboration” between employers, program providers and community groups. Therefore, post-16 education and training, excluding higher education, seems to move from a network model based on “voluntary partnership” in a more state-driven direction dominated by employers.

  11. Thank you!

  12. GOVERNMENT LEA T.U Triangle system between government and LEA and T.U * Polytechnics * FE Colleges * Schools

  13. Central Government • Curriculum • Qualification • Inspection • Target Setting • Funding Formula Quangos LEA • Individual Schools Budget • Open Enrolment • Diversity & Choice School Governing Body Changing relations between Government and LEA and School G.B.

  14. Lifelong learning system in England -A linkage between NQF and HEQF-

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