Titlebook: Education Policy and Contemporary Politics; Jack Demaine Book 2002 Palgrave Macmillan, a division of Macmillan Publishers Limited 2002 cur

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https://doi.org/10.1007/978-1-4614-1975-4, is the subject of this chapter. Given the recent election of a New Labour government and its commitment to ‘Education, education, education’, this research evidence becomes significant. Mothers’ perspectives on their involvements in their children’s education are explored in the context of recent

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Roberto G. de Almeida,Christina Manouilidouon the educational policies being pursued within England and Wales. The new Labour Government’s White Paper . shows the influence of the effectiveness and improvement paradigm on virtually every page, from the espousal of a ‘pressure and support’ philosophy (Fullan 1991), to the adoption of a ‘value

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Jeremy M. Brown M.D., MBBS, M.A., FRCPonsible for teaching and assessment in the classroom, and that examining boards provided external certification. In contrast, assessment practices and outcomes are now matters of public debate. There appear to be three major factors (which are not unique to the United Kingdom) which have brought abo

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https://doi.org/10.1007/978-1-4613-8838-8r cent in the early 1980s to seventy per cent plus in 1994–5 (FEFC 1996). In 1994–5, three million students were enrolled in further education (2.2 million of whom were in provision funded by the FEFC), of which ten per cent were GNVQ, eight per cent NVQ, ten per cent GCSE and eighteen per cent ‘A’

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Introduction: Humans and Their Matrix,sibilities available (at a price) to enhance the process and practice of education. It is a place to indulge in the best of educational visions and dream of the attainable in the IT and education heaven. Yet walking around it in the company of hard-pressed teachers is to be made acutely aware that,

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Jeremy M. Brown M.D., MBBS, M.A., FRCPonsible for teaching and assessment in the classroom, and that examining boards provided external certification. In contrast, assessment practices and outcomes are now matters of public debate. There appear to be three major factors (which are not unique to the United Kingdom) which have brought about this change.

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https://doi.org/10.1007/978-3-642-71740-6f the past. We can never start again on policy making for education from a clean sheet (nor, for that matter, can we for any other area of government intervention). We have to start from the current situation, warts and all, and, if we are wise, we have to take into account past policies: those that failed and those that succeeded.