6 Leading for Learning & the external environment: education in context Flashcards
socially-conceived purpose of education: Cultural transmission
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.
socially-conceived purpose of education: liberal emancipation
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.
socially-conceived purpose of education: improvement (personal and social)
(Lawton and Cowen, ????)
about the relationship of education to the acquisition of virtue’ (Lawton and Cowen, 2001)
socially-conceived purpose of education: economic
where the community or society seeks, through education, to improve a nation’s or local area’s economic performance and individual students’ employability.
socially-conceived purpose of education: social justice
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.
Liberal emancipation is especially associated with the idea that education is essentially about developing people’s ability to…
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).
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, ????)
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).
Purpose of education In the UK…
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.
Glatter (2003) proposes four models of governance which can be used to analyse the governance of educational institutions in different national contexts:
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
(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
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
Glatter (2003) competitive market
Competitive market: educational institutions are likened to firms in a commercial market-place and funded according to their success in the education market.
Glatter (2003) Institutional empowerment
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).
Glatter (2003) Local empowerment
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
Glatter (2003) Quality control
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.
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.
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.
