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This article summarises the 2010–15 Coalition government's education policy, contrasting their attempts to liberalise education markets with the desire to impose a highly traditional curriculum. The government's quite radical reforms have not been easy to implement, taking place against severe budgetary constraints and a minority Coalition partner with ambitions to improve the educational outcomes of children from low income families. It could be argued that the reforms have been successfully implemented, and there is little prospect of wholesale reversal by any future government. However, their combative approach to reform leaves a demotivated teacher workforce, a possible impending teacher recruitment crisis as the economy recovers, and a tangled web of accountability structures that will need to be resolved.

"Do you find it difficult to keep up with the pace of change in education policy? This essential book takes an historical perspective to illuminate current educational issues. The authors draw on documentary evidence to describe, record and analyze education policy in England and Wales since the Second World War. Inside you will find in-depth interviews with a number of former Education Ministers, and others who were directly involved in the development and implementation of education policy. Key decision-makers such as David Blunkett, Ed Balls and Michael Gove are asked to discuss the historical context of their period of office and to consider the lasting legacy of the policies they have been responsible for. This is a must-read for graduate students in education courses. It will be a valuable resource to undergraduates studying modern history and social policy, as well as international students who wish to gain an insight of the English education system. From Butler to Balls and beyond, this book provides a unique insight into the impact and legacy of education policy."--Publisher's website

Einleitend präsentieren die Verfasser die Entwicklungen der Rechtsgrundlagen zunehmender Europäisierung auf dem Gebiet der Bildungspolitik. Die Harmonisierung der nationalen Politiken wird als dominante Tendenz des Bildungswesens der EU-Mitgliedsstaaten gekennzeichnet. Sie geht mit einer Zentralisierung der Kompetenzen auf der Ebene von Europäischen Institutionen einher. In diesem Kontext wird die Dynamik der Kombinationen von Instrumenten, Zielsetzungen und Akteurskonstellationen der europäischen Bildungspolitik untersucht. Es wird hervorgehoben, dass die Intensivierung der Zusammenarbeit auf diesem Politikfeld eng mit der Förderung der wissensbasierten ökonomischen Entwicklung verbunden ist. Am Beispiel Deutschlands, wo das Bildungswesen zum Kompetenzbereich der Landespolitik gehört, wird die Entscheidungsfindung als eine Mehrebenenpolitik dargestellt. Abschließend werden die Entwicklungsperspektiven europäischer Bildungspolitik zur Diskussion gestellt. (ICF).

The Revolution of 25 April 1974 in Portugal put an end to a forty-eight year old dictatorship, opening the country to democracy. The purpose of this article is to describe education reform from the standpoint of a country that experienced a major political transition and had to start from the very beginning to devise an education policy. Rather than merely describing the organization of the Portuguese education system, I present a condensed analysis of Portuguese education policy, as I view it, making use of indicators of the nature of an education system proposed by D'Hainaut (1980).

List of tables -- Preface -- Acknowledgements -- Abbreviations -- 1. Introduction: The development of education policy in the modern era -- 2. Education: improvement or control? -- 3. Policy and social justice -- 4. The evolving primary curriculum -- 5. Developments in early childhood education and care -- 6. Post-compulsory education -- 7. Economics of education -- 8. Inclusive schools: Special educational needs and disability -- 9. Globalization and policy-borrowing -- 10. Possibilities for education policy -- References -- Index.

Cover -- Contents -- List of Boxes and Tables -- List of Abbreviations -- Acknowledgements -- Introduction -- 1 Why Education Matters -- The threat of mass education -- What is the purpose of education? -- A utilitarian perspective -- The social function of schooling -- Social reconstructionism: an ideology for the future? -- 2 The Rise and Fall of the Post-War Consensus -- The 1944 Education Act -- A national system, locally administered -- Flaws in the 'tripartite' system -- Circular 10/65 -- The end of consensus -- 3 From Callaghan to Major, 1976-97 -- Accountability and control under James Callaghan -- The first two Thatcher administrations, 1979-87 -- The 1988 Education Reform Act -- Choice and diversity under John Major -- 4 Diversity, Choice and the Measurement of Progress, 1997-2012 -- Aspects of continuity -- The 1997 White Paper -- Selection, specialization and diversity -- The 2001 Green Paper -- The 2001 White Paper and the 2002 Education Act -- Difficulties facing the Education Secretary -- A renewed commitment to choice and diversity -- The administration of Gordon Brown -- The 2010 General Election and the Coalition Agreement -- The development of Conservative education policy after 2007 -- Coalition education policy since 2010 -- 5 The Privatization of Education -- Privatization in the 1980s -- Private Finance Initiative -- Other privatizing initiatives in the 1990s -- The introduction of the Academies programme -- Capita and ETS -- The expansion of the Academies programme since 2010 -- 6 The Changing Worlds of Education Policy -- The post-war tripartite partnership -- The origins of the 1988 Education Act -- The role of advisers under New Labour -- Policy-making in Scotland -- Recent developments in Wales -- 7 The Evolving Curriculum from 5 to 14 -- Teacher 'control' of the curriculum -- From partnership to accountability.

Presented is an overview of the complex decision-making process determining policies affecting higher education in the US. Postsecondary education is characterized by intense diversity; illustrative issues are presented from the institutional, state, national, & transnational levels. A number of different visions of what the U should be have been combined to produce the US U's modern form. W. H. Stoddard.