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In advance of the publication of the Education Bill, Ruth Kelly addresses issues raised in response to the White Paper. She says that many of the criticisms have resulted from misunderstanding and confusion. This article seeks to clarify the Government's position with regard to school admissions, Trust Schools and the future role of local authorities. [ABSTRACT FROM AUTHOR]

This article examines the main themes of the Children's Green Paper, and analyses the positive aspects, as well as the contradictions in policy. It looks at the likely effects of the proposals on local authorities, including the implications of having one officer responsible for both education and children's services. [ABSTRACT FROM AUTHOR]

Based on the findings of the Head Teacher of an inner city nursery school, this paper reflects on the importance of nursery schools, their characteristics, future and the steps needed to ensure they continue to have a positive impact on children's lives. [ABSTRACT FROM AUTHOR]

Mary Warnock -- in the aftermath of the widespread interest stimulated by her recent comments on inclusion -- accepted an invitation to put her views directly to readers of "Education Review". She summarises some of the problems which she believes are currently facing children with special needs and their parents. Having said what she thinks such children need, she highlights relevant aspects of the White Paper and proposes a way forward. [ABSTRACT FROM AUTHOR]

Teams and teamwork are of increasing importance in schools. This is certainly the case for bodies such as senior management teams (SMTs) which typically hold strategic leadership and decision-making roles in schools. Reported in this paper is a process that can he used by SMTs (and other teams) to critically reflect on their dynamics and current practices and lead to the identification of strategies to develop a more desired situation. The process discussed here uses the ideas of micropolitical theory to facilitate critical reflection on the dynamics of senior management teams and involves: (i) completion of a specially designed questionnaire (TEAM© Development Questionnaire) for how the team operates at present (the REAL) and how team members would like it to operate (the IDEAL); (ii) generation and discussion of REAL and IDEAL team profiles and their correlations and otherwise; and (iii) action planning by the SMT to identify strengths as well as identifying areas for future development. [ABSTRACT FROM AUTHOR]

An educational decentralization policy has been imposed on the education system in China since the mid-1980s. This policy change has delegated a certain extent of autonomy from the central to other educational stakeholders — namely local governments, local communities or even individuals. However, recent Western discussions on the issue of educational decentralization policy have argued that this merely means the devolution of financial and managerial control to lower levels, while retaining centrally defined educational goals for schools to accomplish and standard assessment criteria for schools to achieve. Schools, to a different extent, are still controlled by the State. This paper is an attempt to use the decentralization experience in Guangdong Province of China to examine the impact of decentralization policy on the expansion of school autonomy. Firstly, the discussion will be on what decision-making powers, if any, are expanded at the school level as a result of the policy shift. Secondly, comparison of school autonomy between government and private schools will also be addressed. [ABSTRACT FROM AUTHOR]

In response to the Government's proposals for integrated children's services (Green Paper "Every Child Matters" and subsequent Children Bill) this article explores the extent to which school-based support strategies for teachers, focusing on inclusion, can also address multi-professional issues as an integral part of a teacher's remit. [ABSTRACT FROM AUTHOR]

Children's life chances remain unequal with vulnerable children caught in a cycle of poverty and crime. In this article, Margaret Hodge, Minister of State for Children, outlines how the reforms proposals in the Children's Green Paper will help to protect vulnerable children and enable them to lead fulfilled lives. [ABSTRACT FROM AUTHOR]

This paper is a relatively non-technical report on a rather large research project that I have been conducting over the last twelve years, or so, in collaboration with Professor G. Lakomski of the University of Melbourne. The project has been a systematic attempt to develop a new conceptual framework for dealing with the central themes of educational administration. Three features of work in progress -- now written up in three books, and discussed in three special issues of different educational administration journals -- will be covered: (1) the nature of administrative theory; (2) an account of administrative practice; (3) consequences of the first two features for theorizing and doing educational administration. The research reported here is of an ongoing attempt to develop a notion of theory that will be satisfactory for conceptualizing educational administration as a science. [ABSTRACT FROM AUTHOR]

This paper attempts to identify some of barriers to access and success in Commonwealth Caribbean tertiary education. Firstly, it defines the terms like tertiary education, access and success. The tertiary education system is a loosely coupled network of diverse institutions which vary in type, size and mission. The majority are publicly funded and multi-disciplinary in scope and include one large regional university, the University of the West Indies. Caribbean students enrol in tertiary institutions locally, regionally and internationally. Several barriers to access and success in tertiary education are discussed which include: space (geographical and accommodation), cost (development, delivery and travel), population size and scale economies, technology, attitude of producers and consumers, the structure of opportunity, administrative leadership, gender.

The purpose of this article is to examine the effectiveness of "Logical Framework (LogFrame) Analysis" in developing intended strategy and linking it to operational planning in a collaborative environment, specifically in the context of developing Cornwall, England, Education Authority's 14-19 education strategy. Cornwall County Council has a structure based on the Cabinet and Leader model. Building collaboration will be essential as the 14-19 strategy seeks to influence the behavior of institutions and organizations that are beyond the statutory control of the local authority. This paper will first clarify the strategic issue, then consider the relevant strategic processes, through a review of the literature, and finally analyze the effectiveness of LogFrame analysis in being able to develop the intended strategy and link it to operational planning in a collaborative environment.

This paper examines the implementation of migrant education within the context of the nomadic educational programme of the Federal Republic of Nigeria. The role of education in the overall development of Nigeria is also examined in terms of the influence of the political elite in policy formulation and implementation. Six participating states that are most affected by ecological problems and are benefiting from the migrant education programme were surveyed to find out from the stakeholders the level of success. Results indicated a wide gap between policy formulation and implementation, especially in the areas of curriculum, instructional facilities, staff welfare and the general well-being of the people. The widespread complaints showed that the expected benefits are far from being realised and there is therefore the need for government to get all stakeholders involved through some form of capacity building. [ABSTRACT FROM AUTHOR]

The initial education policy framework of the African National Congress and subsequent white papers of the newly elected national government set the course for the transformation of the education system in South Africa from the former apartheid system based on racial segregation to a democratic system based on equal educational opportunity for all. One of the constant themes of national government policy was the delegation of significant authority to participatory governance structures at the school level, while maintaining a distinction between the mandate of these bodies and the management of the school by the principal and other members of the school management team. These policy orientations were subsequently enacted in national and provincial legislation under which schools have been operating for the past five years. The authors critically examine the national legislative framework in light of this policy orientation and suggest directions for empirical research on school governance and management. The years of turmoil have taken a heavy toll on the infrastructure of our education and training system. The relationship between schools and many of the communities they are expected to serve has been disrupted and distorted by the crisis of legitimacy. The rehabilitation of the schools ... must go hand in hand with the restoration of the ownership of these institutions to their communities through the establishment and empowerment of legitimate, representative governance bodies. [ABSTRACT FROM AUTHOR]

Building a learning society is the Government 's main objective, but this will not be achieved by a selective system. The School Standards and Framework Act requires no further selection by ability and establishes the procedure for parental ballots to end selection. The paper outlines the attempts to end selection, which received no support from the Government. The author questions whether we are moving towards a system where schools will choose pupils, rather than parents choosing schools. [ABSTRACT FROM AUTHOR]

How far does current education policy, and especially the 2001 Green Paper, contribute to the Government's stated objectives of improving standards of racial justice and, in particular, raising the educational attainments of minority ethnic pupils? The author illustrates how Government educational initiatives will compound the inequalities and stereotyping which minority ethnic pupils experience, rather than the reverse. Recent GCSE statistics show that Pakistani and Bangladeshi pupils are falling even further behind their white peers, while the gap between black and white pupils in GCSE achievements is narrowing. This suggests that there is a lack of any consensus on the appropriate role of race equality in deciding targets. [ABSTRACT FROM AUTHOR]

The growth in the number of specialist schools, outlined in both the recent Green and White Papers, is the most controversial part of the Government's programme for raising standards in secondary schools. Many fear that it will lead to a two-tier s ystem. This article seeks to show that it will not,' that specialist schools will strengthen the comprehensive system not weaken it. [ABSTRACT FROM AUTHOR]

The article discusses the state of provision for young people with mental health needs in the sectors of education and health. It cites on the publication of the "Green Paper" which follow strategies, designation of senior leader for mental health, mental health support teams and access to Child and Adolescent Mental Health Services. The article also discusses the concerns from the sectors that do not connect to other relevant policies for social mobility.

This article presents information about the volume 33 of the journal "International Studies in Educational Administration." This volume contains three issues. The first and the third are regular issues and the second is a special issue on "Gender Issues in Leadership." The first issue contains six papers and the third issue has five. The publishers received a total of 18 papers and a book review for the regular issues. Six manuscripts are unsuccessful or withdrawn by the authors and rest of the manuscripts are still in various stages of processing.

Presents a list of papers related to education policy, leadership, management and administration. 'British Educational Research Journal'; 'Comparative Education'; 'Education Review.'

This article provides the information about first and third issue of the journal "International Studies in Educational Administration" (ISEA) published in October 2003. Time required for the processing of manuscripts for the first issue ranged from three and a half months to eight months. For the third issue, the figure ranges from two weeks to six and a half months. More recently submitted papers are published in the third issue. Article gives a list of scholars who have acted as referees for ISEA for the two regular issues. Some of them are: Brian Bennison, Christopher Bezzina, Ray Bolam, Mark Bray, Neil Cooper and others.

Focuses on the information about the American Educational Research Association (AERA) Conference organized by Brent Davies in Great Britain. Presentation of a paper by the British Educational Leadership Management and Administration Society (BELMAS) members at AERA; Prioritization on the proposals of BELMAS members; Availability of assistance to members.

Editorial. Presents contents of an August 2001 edition of a periodical about education. Number of papers and book reviews received; Stages of processing manuscripts; List of contributing authors.