Financial Times, July 18th 2003, p.2
Schools were yesterday promised £400m extra next year - and emergency cash in some cases this year - as Charles Clarke confronted concern that that the funding crisis would derail Labour's school reforms. The Education Secretary said he would use his department's underspend to fund a lifeline.
(See also The Independent, July 18th 2003, p.8; The Guardian July 18th 2003, p.3;
The Times, July 18th 2003, p.10)
The Times, July 16th 2003, p. 1
Moves to replace A levels and GCSEs with a new school diploma will begin in three years' time under the biggest reform of examinations for half a century. Children entering their final year of primary school this September would be the first to "graduate" with the new school diploma at 18, under plans that would scrap the A level by 2011. GCSEs would disappear by 2009. The proposals will be set out today by Mike Tomlinson, the former chief Inspector of Schools and will include plans for a broad diploma at four levels of difficulty, with students accumulating credits through the courses they choose. Labour is expected to include the diploma in its next election manifesto.
(See also Financial Times, July 17th 2003, p.4; Daily Telegraph, July 17th 2003, p.1; The Independent, July 17th 2003, p.4; The Guardian, July 17th 2003, p.13)
The Independent, July 28th 2003, p.4
African teachers bought to Britain to help solve the staffing crisis in schools face deportation because they can no longer find jobs. The teachers, mainly from South Africa and Zimbabwe, have been made redundant by the agency that hired them and face deportation when their permission to stay in the UK expires at the end of September.
R.Vincent and M. Coles
Race Equality Teaching, vol.21, Summer 2003, p.6-10
Article explains the background and underlying principles of Community Cohesion and some of the funding streams that support it. It outlines how Leicester City Local Education Authority allocated some of its Neighbourhood Renewal Fund money to support its Education Development Plan Priority 8, "Literacy in Development Groups", and describes some of the projects that arose from this decision.
British Journal of Special Education, vol.30, 2003, p.63-69
Part 4 of the Disability Discrimination Act 1995 came into force in September 2002. The Act covers Great Britain, but in relation to schools, is implemented through different special educational needs legislation in England and Scotland. Article explores the key differences in these legal frameworks and discusses their implications for delivering consistent anti-discrimination policies North and South of the border. If major differences in the implementation of the legislation emerge over time, there may be a need to consider the case for devolving responsibility for equal opportunities to the Scottish Parliament or amending national education legislation to make it more consistent.
Race Equality Teaching, vol.21, Summer 2003, p.42-44
Comments on proposals in the consultation document "Aiming High", which set out the government's latest ideas on addressing differential educational attainment by ethnicity. Comments cover proposals on the role of school governors, the National Primary and Key Stage 2 Strategies, the future of specialist staff, and the impact of the Race Relations (Amendment) Act.
J. Morris, D. Abbott and L. Ward
British Journal of Special Education, vol.30, 2003, p.70-75
Research looked at whether the present system of legislation and regulation is adequately protecting disabled children placed in residential schools. Article summarises some of the findings of the research in relation to decision-making processes leading to residential special school placements and the involvement of education and social services authorities after placements have been made. Research found that the needs of individual children are not central to these decision-making processes and that local authorities do not pay sufficient attention to protecting or promoting the children's educational or care needs once they have gone away to school.
The Independent, July 7th 2003, p.8
Plans for a new baccalaurete-style certificate with compulsory studies in English and Maths in the sixth form will be unveiled this month. Mike Tomlinson, the former chief inspector of schools, will put the case for a three tier "baccalaurete" to replace existing GCSEs and A-Levels in a consultation paper to be published next month.
Gifted Education International, vol.17, 2003, p.140-150
Argues that varied out-of-school learning opportunities need to be developed to enable gifted children to realise their potential. Proposes that Renzulli's Enrichment Triad model be used to develop coherent provision. Uses the Saturday Workshop's and Summer Schools offered as part of the APEX project in Bath and North Somerset as an illustrative example.
Gifted Education International, vol.17, 2003, p.120-129
The government's Excellence in Cities school improvement programme seeks to ensure that gifted and talented pupils in designated state schools, many of which operate in deprived areas, are identified and provided with opportunities to fulfil their potential. Article describes the national training programme for "gifted and talented coordinators" who act as resident experts and curriculum leaders in such schools.
University of Warwick [and] Department for Education and Skills
Gifted Education International, vol. 17, 2003, p.130-133
Describes the outreach programme of the National Academy for Gifted and Talented Youth established at the University of Warwick. This includes provision of online learning materials and residential Summer Schools.
Political Studies, vol. 51, 2003, p.300-314
Control over education policy in England rests firmly with the national government. However, there is a strong role in policy delivery for local authorities and increasingly for governors and headteachers of individual schools. The structure is multi-level (national, local and sub-local). Article examines two aspects of education policy characterised by multi-level governance: the role of local education authorities and the education funding process.
Public Finance, July 11th-17th 2003, p.22-23
Argues that targeted government funding for innovative projects in education can be wasteful because it is short term. When the funding stops, the projects are closed down and any benefits are lost. Challenge funding of this kind also increases the workloads of the managers who have to prepare the bids and report on the targets attached to the money.
London: 2003 (HMI 1646)
The report summarises Ofsted's inspection evidence about leadership and management in schools. It describes strengths, illustrated by examples of good practice, and weaknesses, and explores the link between leadership and management and the quality of the work of the school.
Foster Care, issue 114, 2003, p.14-16
Discusses educational achievement targets for young people in care, which the UK government has recently reduced leading to a storm of criticism. Emphasizes the importance of adult support in enabling disadvantaged young people to succeed.
Children and Society, vol.17, 2003, p.195-204
New Labour has continued to favour parental choice and competition between schools, selection by private, grammar and specialist schools, a diversity of schools with unequal intakes and resources, a standards agenda that requires more and more testing, centralised control of teachers and the curriculum and an academic-vocational divide. Despite a rhetoric of inclusion, such policies have ensured that education remains divided and divisive.
R. Smithers and P. Curtis
The Guardian, July 4th 2003, p.1
The Education Secretary, Charles Clarke, has been warned that the government could face a repeat of lasts year's A-level debacle after a Parliamentary Select Committee threw out its official explanation of its role in the affair as "unsatisfactory". The Commons Education and Skills committee says it is "not confident" the government has learnt the lessons of last year.
Working Group on 14-19 Reform
Annersley: DfES Publications, 2003
Consultation report asking for comments on the Group's proposals so far. They propose that all 14-19-year-olds should follow a balanced curriculum covering foundation skills (literacy, numeracy and IT), specialist academic or vocational learning, and supplementary learning to facilitate their progress. Young people should work towards a single high status diploma covering the whole of their learning programme, rather than existing individual qualifications such as GCSEs or NVQs. In order to achieve a diploma, young people would complete a mixture of specialist, general and supplementary learning divided into a range of modules. Under the new system young people would take fewer written examinations than at present, but there would be more assessment by teachers.
ChildRight, no.197, 2003, p.17-18
Article explains how the Human Rights Act 1998 may affect the lawful use of detentions as disciplinary measures within schools.
The Guardian, July 11th 2003, p.11
Compulsory sex education for five-year-olds will be demanded today by Government advisers on teenage pregnancy, as an essential step towards halving the under-18 conception rate by 2010.
(See also The Independent, July 11th 2003, p.9)
R. Ball, M. Heafey and D. King
Local Government Studies, vol.29, 2003, p.89-106
Research primarily based on participant observation explores key issues relevant to the effective management of private finance initiative (PFI) projects for provision of new school buildings. Issues covered by the research include council motivation for choosing PFI, impact on staff, ownership of the building, community involvement and various financial matters.
Guardian Education, July 8th 2003, p.2-3
Article asks if inspections do not improve exam performance, should we still be funding them?
The Times, July 18th 2003, p. 10
In a significant policy shift the Tories announced yesterday that parents would be given state funding to buy places for their children at fee-paying schools, a proposal that effectively revives the assisted places scheme.
The Guardian, July 18th 2003, p.7
The author witnesses the pain the schools funding crisis is inflicting on one widely admired comprehensive - Plymstock School in Plymouth.
The Independent, July 14th 2003, p.6
The survey of education budgets by the paper reveals that one in five schools is asking parents for extra contributions to help ease funding problems.
Department for Education and Skills
Annersley: DfES Publications, 2003
Consultation document sets out proposals for helping local education authorities (LEAs), governing bodies and schools to consider the views of children and young people and involve them in decision-making, as provided by Section 176 of the Education Act 2002. The aim is to open up opportunities for children to become more active participants in their education, including involvement in planning and evaluation of their own learning.
Gifted Education International, vol.17, 2003, p.134-139
Describes the development by the UK Qualifications and Curriculum Agency of World Class tests for use in the identification of gifted and talented students in an international context.