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Collaboration-Autonomy-
Collaboration?
A history of school
improvement in the UK
Peter Rudd
University of York
MA in Post-War Recovery Studies: Quantitative Method
Aims of this presentation
1. To provide a brief history of school
imp...
MA in Post-War Recovery Studies: Quantitative Method
Cycle of school system interactions:
Collabor-
ation
between
schools
...
MA in Post-War Recovery Studies: Quantitative Method
Collaboration 1:
National
Government
• Ministry/Department for Educat...
MA in Post-War Recovery Studies: Quantitative Method
MA in Post-War Recovery Studies: Quantitative Method
Towards school autonomy
• City Technology Colleges (CTCs)
• Local Man...
MA in Post-War Recovery Studies: Quantitative Method
“The Government wants schools to take more
responsibility for themsel...
MA in Post-War Recovery Studies: Quantitative Method
Challenges to school autonomy
Driven by notions of parental choice
an...
MA in Post-War Recovery Studies: Quantitative Method
‘Partnerships’ to re-balance autonomy
• Beacon Schools
• Federations ...
MA in Post-War Recovery Studies: Quantitative Method
The new Conservative Government
• 500 more Free Schools
• Challenge t...
Revised title (since May 7th):
Collaboration-Autonomy-
Collaboration-Autonomy
Approaches to school
improvement in the UK
p...
MA in Post-War Recovery Studies: Quantitative Method
References and further reading:
• Education Committee (2013). School ...
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Collaboration-Autonomy-Collaboration? A history of school improvement in the UK

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Presentation by Peter Rudd, University of York.

ABSTRACT:
Dr Peter Rudd will present an overview of the various approaches that have been taken to support school improvement and school effectiveness in the UK over the last 30 years. It will be argued that a previous system of collaboration, based on local authorities supporting schools, was replaced with an emphasis on the autonomy and accountability of individual schools, followed by a return to (different forms of) collaboration. He will examine the pros and cons of different approaches and their potential applicability of these approaches to other countries' schooling systems. He will also bring these approaches right up to date, and anticipate future developments, making use of the leading political parties' election manifestos for the UK General Election of May 2015.

Presentazione di Peter Rudd (Università di York) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.

Published in: Education
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Collaboration-Autonomy-Collaboration? A history of school improvement in the UK

  1. 1. Collaboration-Autonomy- Collaboration? A history of school improvement in the UK Peter Rudd University of York
  2. 2. MA in Post-War Recovery Studies: Quantitative Method Aims of this presentation 1. To provide a brief history of school improvement in the UK based on a cycle of collaboration-autonomy- collaboration 2. To discuss the pros and cons of these approaches and their potential applicability to other national schooling systems.
  3. 3. MA in Post-War Recovery Studies: Quantitative Method Cycle of school system interactions: Collabor- ation between schools Autonomy for schools Collabor- ation to rebalance autonomy ?
  4. 4. MA in Post-War Recovery Studies: Quantitative Method Collaboration 1: National Government • Ministry/Department for Education • Secretary of State for Education Local Government • Local Education Authorities (LEAs) (152) • First created by the Education Act 1902 Schools • Primary schools (age 5-11 years) • Secondary schools (11-16 or 18)
  5. 5. MA in Post-War Recovery Studies: Quantitative Method
  6. 6. MA in Post-War Recovery Studies: Quantitative Method Towards school autonomy • City Technology Colleges (CTCs) • Local Management of Schools (LMS) • Grant Maintained Status (GMS) • [Faith and Grammar Schools] • Specialist Schools Programme ------------------------------------------------------ • Academies • Free Schools
  7. 7. MA in Post-War Recovery Studies: Quantitative Method “The Government wants schools to take more responsibility for themselves and each other in delivering a true self-improving school system. It wants schools to look not to local authorities for expertise but to each other… a self-improving system needs a degree of coordination and strong incentives to encourage schools to look beyond their own school gate. Otherwise there is a danger that many schools will operate in isolation rather than in cooperation.” Graham Stuart, Chair of Education Committee, 2013.
  8. 8. MA in Post-War Recovery Studies: Quantitative Method Challenges to school autonomy Driven by notions of parental choice and locally-run schools, school autonomy increased dramatically from the 1990s onwards. But there were three underlying issues: • School accountability • Central government direction • Was this improving attainment?
  9. 9. MA in Post-War Recovery Studies: Quantitative Method ‘Partnerships’ to re-balance autonomy • Beacon Schools • Federations of Schools • Excellence in Cities • London Challenge • City Challenge • NLEs, LLEs and SLEs • National Teaching Schools • Academy Chains
  10. 10. MA in Post-War Recovery Studies: Quantitative Method The new Conservative Government • 500 more Free Schools • Challenge to ‘coasting’ schools • Many more academies Back to autonomy? Husbands (2015) refers to “a largely autonomous system of competing schools” and says that “England’s school system will look like few others in the world”.
  11. 11. Revised title (since May 7th): Collaboration-Autonomy- Collaboration-Autonomy Approaches to school improvement in the UK peter.rudd@york.ac.uk
  12. 12. MA in Post-War Recovery Studies: Quantitative Method References and further reading: • Education Committee (2013). School Partnerships and Cooperation. House of Commons Select Committee, London. • Husbands, C. (2015). ‘Conservative victory means England’s school system will look like few others in the world’. The Conversation, 9 May 2015. • OECD (2011). ‘School autonomy and accountability: Are they related to student performance?’ PISA In Focus. OECD, • Whitbourn, S, with Mitchell, K. & Morris, R. (2000). What is the LEA For? National Foundation for Educational Research, Slough, UK. • Woods, D. (2014). ‘Re-balancing a school-led improvement system – lessons learned from the London Challenge’. Institute of Education, London.

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