Public funding of early years education in England: an historical perspective

This paper examines the different ways in which, in England, national policies for education may be put into practice through the activities of that part of the central government administrative machinery responsible for education ‐ the Department of Education and Science (DES). The paper distinguishes between the necessarily weak procedures for bureaucratic accountability that provide for overt control in such a formally decentralized system and the increasingly significant, covert influence the DES can exert through various forms of indirect evaluative activity. In particular, it is suggested, it is the ability of central government through the DES to exert its influence indirectly by influencing the criteria of professional, self‐imposed accountability which is most critical in determining the impact of policy priorities. Such influence which utilizes the legitimate channels of professional discourse typically becomes incorporated into the various evaluative criteria influencing teachers’ own self‐impo...

Power relations and English education: the changing role of central government

Changing the formula: Some managerial implications of curriculum‐based staffing for secondary schools

service at a faster rate than others, possibly because local government manages over eighty per cent of the spending on education. In periods when spending on education is being strictly controlled, as at present [1], the variation between authorities will need to be monitored to ensure that the least well provided for areas do not suffer disproportionately. Recognition of the need for monitoring can be seen in the recent HMI report on expenditure policies. [2] Variation in levels of provision is not a recent phenomenon as the first part of this article illustrates. The second half of the article considers in detail one aspect of the variation, namely pupil teacher ratios. Teachers are one of a range of 'inputs' into the education service, (others include ancillary staff, books and equipment), which might be affected by any reduction in spending. Pupil teacher ratios are one area where statistics are now available and it is therefore possible to consider what regional variations have occurred in pupil teacher ratios since local government reorganisation in 1974. Pupil teacher ratios suffer like many other indices from being a 'crude' measure because they reveal nothing about the standard of the teachers or their qualifications. However, for the purpose of analysis they have the advantage of

https://www.jstor.org/stable/info/1050355

Variations in Local Authority Provision of Education

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Variations in Local Authority Provision of Education