National School Policy 1996

Published in 1996, this book presents a broad overview of the development of educational policy for schools in England and Wales since Margaret Thatcher’s Conservative administration took office in 1979. It reviews the separate strands of education policy as it relates to curriculum, equal educational opportunities, diversity and choice and management policies, and combines these with an overall appraisal of the direction of the schools system in the two decades before it was written. The book thereby provides a comprehensive text for undergraduate and postgraduate students which raises issues for debate and includes support material for discussion. It will also be of interest to school governors, educationalists and all those who care about the direction of educational change.

An overview of the work of the inspection and advisory services as they relate to the LEAs and other involved parties such as the DfEE, OFSTED, schools and governing bodies.

A sequel to Jim Docking's "National School Policy" which examined the Conservative Government's education reforms from 1979 onwards, this text reviews New Labour's policies to improve pupils' performance. The contributors examine the evidence concerning standards in schools, look at the main directions of government policy, explore particular policies in detail and provide clear expositions of New Labour's education policies and provide critical examinations of controversial issues.

Compiled by the Partnership for Child Development at Imperial College London, the World Food Programme, the World Bank and the African Union's New Partnership for Africa's Development, this is the first sourcebook of its kind to document government-led school feeding programmes in low and middle income countries. It includes a compilation of concise but comprehensive chapters about national programmes in 14 countries from sub-Saharan Africa, Asia and Latin America. The sourcebook highlights the trade-offs associated with alternative school feeding models and analyses the overarching themes, trends and challenges which run across these programmes. This sourcebook supports learning and knowledge exchange among countries looking to strengthen and scale-up national school feeding programmes. The evidence presented here sheds light on identified global good practices which can be employed to improve the quality and effectiveness of programmes that positively impact on millions of children and communities worldwide. Contents:ForewordAcknowledgementsAbbreviations and AcronymsBoxes, Figures and TablesGlossaryExecutive SummaryIntroduction to the SourcebookAnalysis of the Case Studies:Design and ImplementationPolicy and Legal FrameworksInstitutional ArrangementsFunding and BudgetingCommunity ParticipationThe Case Studies:Botswana — National School Feeding ProgrammeBrazil — Programa Nacional de Alimentação Escolar (PNAE)Cape Verde — National School Nutrition ProgrammeChile — Programa de Alimentacion Escolar (PAE)Côte d'Ivoire — Programme Intégré de Pérennisation des Cantines Scolaires (PIP/CS)Ecuador — School Food ProgrammeGhana — The Ghana School Feeding ProgrammeIndia — Mid-Day Meal SchemeKenya — Home Grown School Meals ProgrammeMali — Programme National d'Alimentation ScolaireMexico — Desayunos EscolaresNamibia — The Namibia School Feeding ProgrammeNigeria — Osun State Elementary School Feeding and Health Programme (O'Meals Programme)South Africa — National School Nutrition Programme Readership: Programme managers, policy makers and academics from governmental, multilateral and bi-lateral organisations, NGOs and academic institutions in the fields of education, public health, nutrition and agriculture.

In the Western world, education policy has increasingly become a local matter. Localities and schools adjust education to meet specific local needs, fragmentation and diversity. Globalization and the greater emphasis on knowledge in society however, also embody strong streamlining tendencies. This edited volume examines and compares the way in which local education systems in Britain and Sweden are created in the interplay between common tendencies of change and particular local conditions.

The world is not an equal place. There are high- and low-income countries and high- and low-income households. For each group, there are differential educational opportunities, leading to differential educational outcomes and differential labor market opportunities. This pattern often reproduces the privileges and inequalities of groups in a society. This book explores this differentiation in education from a social justice lens. Comparing the United States and South Africa, this book analyzes each country’s developmental thinking on education, from human capital and human rights approaches, in both primary and higher education. The enclosed contributions draw from different disciplines including legal studies, sociology, psychology, computer science and public policy.

Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy. Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes: education, globalisation and new times policy theory and method policy and equity. Compiled by the journal's editors, Stephen Ball, Ivor Goodson and Meg Maguire, the book illustrates the development of the field of education policy studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field.

From talking to parents, pupils and teachers, the authors provide some answers to the question, "What can be done to make a difference?"