School Admissions Code 2007

The processes for allocating places at secondary schools in England are perennially controversial. Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book addresses the issues relevant to school admissions arising from three different approaches adopted in this period: planning via local authorities, quasi-market mechanisms, and random allocation. Each approach is assessed on its own terms, but constitutional and legal analysis is also utilised to reflect on the extent to which each meets expectations and values associated with schooling, especially democratic expectations associated with citizenship. Repeated failure to identify and pursue specific values for schooling, and hence admissions, can be found to underlie questions regarding the 'fairness' of the process, while also limiting the potential utility of judicial responses to legal actions relating to school admissions. The book adopts an interdisciplinary approach which makes it relevant and accessible to a wide readership in education, social policy and socio-legal studies.

Draft School Admissions Code : Tuesday 6 February 2007

This book draws upon the authors understanding and findings from four qualitative studies conducted within two Canadian provinces as well as an amalgam of relevant documents of the Catholic Church, the academic writings of others, and media reports. It is from those sources that the authors attempts to shed some light on the phenomenon of the inclusion of non-Catholic students within 10 dimensions: social/ cultural, political, financial, legal, racial, administrative, pedagogical, psychological, spiritual, and philosophical. The data from these four studies is from constitutionally protected and funded Catholic high schools. The other sources of data are both national (Canadian) and international. Dr. Donlevy is the Associate Dean (Interim): Graduate Division of Educational Research in the Faculty of Education at the University of Calgary and the Vice-Chair of the University of Calgary’s Conjoint Faculties Research Ethics Board. He has taught grades 4-12 (inclusive), been a school principal, and is permanently certified as a teacher in both Alberta and Saskatchewan. He has negotiated on local levels for both the Alberta Teachers’ Association and the Saskatchewan Teachers’ Federation. He is also a member of the Saskatchewan Law Society, having become a barrister & solicitor in 1985.

This book offers an insider's look at some of the key challenges in education, and is an invaluable guide for parents and teachers interested in how our schools work today.

This book challenges existing stereotypes about the 'consumer as chooser'. It shows how we must develop a more sophisticated understanding of consumers, examining their place and role as users of public services. The analysis shows that there are many different 'faces' of the consumer and that it is not easy to categorise users in particular environments. Drawing on empirical research, The consumer in public services critiques established assumptions surrounding citizenship and consumption. Choice may grab the policy headlines but other essential values are revealed as important throughout the book. One issue concerns the 'subjects' of consumerism, or who it is that presents themselves when they come to use public services. Another concerns consumer 'mechanisms', or the ways that public services try to relate to these people. Bringing these issues together for the first time, with cutting-edge contributions from a range of leading researchers, the message is that today's public services must learn to cope with a differentiated public. This book will be of interest to scholars and students in the fields of social policy and public administration. It will also appeal to policy-makers leading 'user-focused' public service reforms, as well as those responsible for implementing such reforms at the frontline of modern public services.

Compares the modern legal instruments of Jewish, Christian and Muslim organisations in light of their historical religious laws.

Lotteries are widely used to decide places (seats) at schools, colleges and universities. Conall Boyle explores many examples to find out why. The emotional turmoil that the use of ballots can cause to students and parents alike is graphically described. But lottery selection teaches lessons too; now we can find proper answers to controversial questions like "Does choice work?" This book will be of interest to parents, pupils and teachers as well as educational administrators. Any student applying for admission to a university course should learn about the amazing weighted lottery for entry to medical schools in the Netherlands. There is a better way: it's a lottery!