New Labour S Policies For Schools

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.

Eighteen years of Conservative stewardship ensured that the Labour government's education policy did not begin with a tabula rasa, for its starting point has been defined by the previous government to a greater extent than any other incoming government has found. In this book the practitioners discuss the micro effect of the policies in their schools. This book will make an important contribution to continuing debate about the best way forward for state education in England and Wales.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Actions to increase effectiveness of schools in a rapidly changing world Schools, in order to be nimble and stay relevant and impactful, need to abandon the rigid structures designed for less dynamic times. The NEW School Rules expands cutting-edge organizational design and modern management techniques into an operating system for empowering schools with the same agility and responsiveness so vital in the business world. 6 simple rules create a unified vision of responsiveness among educators Real life case studies illustrate responsive techniques implemented in a variety of educational demographics 15 experiments guide school and district leaders toward increased responsiveness in their faculty and staff

Every Child Matters represents the most radical change to education and welfare provision in almost two decades. This book moves beyond a descriptive âe~how toâe(tm) framework to examine the underlying political and social aims of this policy agenda. The authorsâe(tm) analysis reveals that Every Child Matters represents the Governmentâe(tm)s attempt to codify perceived risks in society and to formulate their responses. In doing so, children are made the strategic focus of much wider social policy reform, the effects of which are first felt in education. Does Every Child Matter? explores the ramifications of this along three key lines of analysis: the restructuring of the state beyond its welfare functions changes in governance and the creation of new binaries a redefining of the education sector around the needs of the child. This book provides a unique and insightful critique of Every Child Matters and its contribution to understandings of New Labour social policy. It locates the genesis of the policy in terms of its social, political and historical contexts and questions the validity of constructing social policy around issues of child welfare. Students, academics and researchers in education studies and education policy will find this book of great interest.

Michael Fielding looks at what the Labour Government has achieved in the last four years with its policy of 'education, education, education'.There has been widespread disappointment in New Labour's education policies, which on the whole have not steered too far wide of those put in place by Margaret Thatcher, including issues of marketisation, testing and performativity. Michael Fielding has called on the key policy thinkers in education to offer their opinions on what has happened in education over the first three to four years of the New Labour Government.Education policy is a controversial subject and with a General Election expected within the next few months, this book will be read widely by people within education, politicians and journalists and by others anxious to get to facts and avoid the spin. The subject matter and the presence of so many high profile educationalists make this an essential read.

Examination of the New Labour government's educational policies in the UK for schools, as examples of Third Way policies, with comments om the degree to which they exhibit internal consistency and how they differ from the previous Conervative government's policies.