6 Leading for Learning & the external environment: education in context

Question 1

socially-conceived purpose of education: Cultural transmission

Answer 1

the educational purpose is to pass on the values, knowledge and beliefs that represent the culture of a particular community or society.
One example is schooling which nurtures students into a particular religious tradition, as has been the traditional function of Catholic schools (McLaughlin, 1996).
A secular example is Israel’s use of education as one of its means of nation-building.

Question 2

socially-conceived purpose of education: liberal emancipation

Answer 2

by developing or nurturing in students the skills, aptitudes and attitudes that enable individuals to make choices and think for themselves and to be, to some degree, autonomous.

Question 3

socially-conceived purpose of education: improvement (personal and social)
(Lawton and Cowen, ????)

Answer 3

about the relationship of education to the acquisition of virtue’ (Lawton and Cowen, 2001)

Question 4

socially-conceived purpose of education: economic

Answer 4

where the community or society seeks, through education, to improve a nation’s or local area’s economic performance and individual students’ employability.

Question 5

socially-conceived purpose of education: social justice

Answer 5

In this perspective education helps to redress some of the social and economic inequalities in society by offering educational opportunities and learning that benefits all, whatever their socio-economic and cultural characteristics.

Question 6

Liberal emancipation is especially associated with the idea that education is essentially about developing people’s ability to…

Answer 6

This is especially associated with the idea that education is essentially about developing people’s ability to reason and know themselves, so they are able to decide what kind of person they wish to become (Ungoed-Thomas, 1997, pp. 38–40).

Question 7

socially-conceived purpose of education: social justice
The UK Government places its educational policy in the context of wider social policies which aim to…
(Gibb, ????)

Answer 7

The UK Government places its educational policy in the context of wider social policies which aim to ‘tackle social disadvantage and to close the attainment gap between those from poorer and wealthier backgrounds’ (Gibb, 2011).

Question 8

Purpose of education In the UK…

Answer 8

In the UK, there is an emphasis on increased participation in higher education which can be seen to have social justice implications, but is also economic, as a higher level of education is linked to wealth creation and there is also an attempt to raise the status of vocational education.

Question 9

Glatter (2003) proposes four models of governance which can be used to analyse the governance of educational institutions in different national contexts:

Answer 9

Glatter (2003) proposes four models of governance which can be used to analyse the governance of educational institutions in different national contexts:
Competitive market
Institutional empowerment
Local empowerment
Quality control

Question 10

(who, when?) proposes four models of governance which can be used to analyse the governance of educational institutions in different national contexts:
Competitive market
Institutional empowerment
Local empowerment
Quality control

Answer 10

Glatter (2003) proposes four models of governance which can be used to analyse the governance of educational institutions in different national contexts:
Competitive market
Institutional empowerment
Local empowerment
Quality control

Question 11

Glatter (2003) competitive market

Answer 11

Competitive market: educational institutions are likened to firms in a commercial market-place and funded according to their success in the education market.

Question 12

Glatter (2003) Institutional empowerment

Answer 12

stakeholders in individual institutions are empowered to make decisions – ‘The focus is more on the institution itself and the way it is run than on its competitive activities ‘against’ other institutions.’ (p. 49).

Question 13

Glatter (2003) Local empowerment

Answer 13

control and responsibility are devolved to ‘the locality as a social and educational unit’ (p. 50), specifically to local and municipal authorities and to groups or ‘families’ of educational institutions

Question 14

Glatter (2003) Quality control

Answer 14

educational institutions are conceived as the ‘point of delivery’. Higher authorities at national or regional level lay down rules and establish targets, evaluation criteria and monitoring arrangements with the aim of ensuring education is ‘effectively’ delivered.

Question 15

In England the governance model that probably comes the nearest is…

although the reforms of the last 30 years have sometimes encouraged aspects of the competitive market, and more recent developments.

Answer 15

In England the model that probably comes the nearest is the second one of institutional empowerment, although the reforms of the last 30 years have sometimes encouraged aspects of the competitive market, and more recent developments, e.g. Free Schools, are focussing on local empowerment. In countries where there is less devolution of power to schools the model of quality control is more likely to apply.

Question 16

Woods (2003) identifies five legitimacies of co-ordination:

Answer 16

 bureaucracy (hierarchy)
 exchange:
  – markets
  – networks
 interior authority
 community
 democracy

Question 17

Woods (2003) legitimacy of co-ordination:

“Bureaucracy”, or hierarchy, involves direction and oversight of education through…

Answer 17

Woods (2003) legitimacy of co-ordination:
Bureaucracy, or hierarchy, involves direction and oversight of education through a hierarchically ordered system of organisations, posts and rules.

Question 18

Woods (2003) legitimacy of co-ordination:

“Exchange” is about governance through

Answer 18

Woods (2003) legitimacy of co-ordination:
Exchange is about governance through reciprocal compensation (give-and-take) based on negotiations between educational institutions, and possibly other local and national agencies.
There is economic markets
and networks

Question 19

Woods (2003) legitimacy of co-ordination:

“interior Authority”

Answer 19

Interior authority is where governance comes from inside the person. The concept highlights trends in contemporary governance towards giving greater personal responsibility and placing emphasis on employees and others acting as their own ‘governor’.

Question 20

Woods (2003) legitimacy of co-ordination:

“Community”

Answer 20

Community refers to communal forms of governance. These are significant where educational institutions draw their legitimacy from strong ties to community identities, cultural authorities or educational philosophies viewed as being especially compelling or inspirational.

Question 21

Woods (2003) legitimacy of co-ordination:

“Democracy”

Answer 21

Democracy refers to democratic legitimation, which is predominant where the main emphasis is on all with a stake in education having the opportunity to participate in its governance and on educational institutions being responsive to stakeholders’ values and preferences.

Question 22

The profession, therefore, has multiple accountabilities, to:

Answer 22

The profession, therefore, has multiple accountabilities, to:

• heirarchies in which it is embedded
• the market
• networks
• interior authority
• communal ties
• democratic values

Question 23

Challenges facing development of effective democratic school governance…

Answer 23

• understanding policy context
• tackling inequalities between schools
• achieving representativeness
• attending to power imbalances
• facilitating open dialogue
• creating trust