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VELBERT INTERNATIONAL CONFERENCE

VELBERT INTERNATIONAL CONFERENCE. EQUALITY OF CHANCES. AUTONOMY AND EQUALITY. Two quotes: “schools run schools” (David Blunkett) “Education, education and education” (Tony Blair) Equality of opportunity is enshrined in law - but there are many complications:

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VELBERT INTERNATIONAL CONFERENCE

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  1. VELBERT INTERNATIONAL CONFERENCE EQUALITY OF CHANCES

  2. AUTONOMY AND EQUALITY • Two quotes: “schools run schools” (David Blunkett) “Education, education and education” (Tony Blair) • Equality of opportunity is enshrined in law - but there are many complications: • the notion of league tables in England • 50% (or more) specialist secondary schools by 2004 • the cost of higher education

  3. AUTONOMY AND EQUALITY • Additional support programmes do exist: • neighbourhood renewal • Education Development Plans • Ethnic minority achievement grants • Pathfinder programmes (eg in Tameside) • Additional targets • Alternative courses • the use of Standards Fund

  4. AUTONOMY AND EQUALITY • programmes to address poverty, racism and disadvantage are part of the Council’s Education Development Plan. Although Councils have to give more and more money directly to schools, some can be held back for the EDP. Councils are also creative in how they use other funding. For example money for urban regeneration could be used for family literacy programmes. Also schools run schools but money (PFI) is available for councils to build or re-build them.

  5. AUTONOMY AND EQUALITY • The impact of school structure varies. Factors include: • the different arrangements for church schools • “intervention in inverse proportion to success” • special schools v inclusion • schools serving the local community

  6. AUTONOMY AND EQUALITY • The success of support programmes is evaluated nationally for example by OFSTED and locally by LEAs. • Reporting at LEA level has two purposes: • public accountability; and • getting more money for programmes. • There is a big debate about market conditions/national education goals and the broad and narrowing of curriculum.

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