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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]

This paper, produced by the WHO Collaborating Centre for Infectious Disease Modelling, MRC Centre for Global Infectious Disease Analysis and the Jameel Institute for Disease and Emergency Analytics, Imperial College, London, was presented to the Scientific Pandemic Influenza Group on Modelling, Operational sub-group (SPI-M-O), and then to the Scientific Advisory Group for Emergencies (SAGE) and considered at its 9th meeting on 20th February 2020. Published on Friday 12 June 2020. This paper demonstrated how little was known abut the effects of the pandemic at this time. [ABSTRACT FROM AUTHOR]

This paper examines the massive increase in numbers of support staff in mainland UK schools over the last few years. It looks at the proliferation and growing importance of their roles, and at the failures to establish firmly the professional status of these personnel. It compares and contrasts the UK situation with that in other democratic countries. The paper draws some important conclusions about the radical nature of the change to understanding concepts of education, teaching and learning that are implicit in these developments. An attempt is made to explore the value of a post-modernist approach in examining issues about the employment and deployment of support staff in schools. The implications of this approach for school leadership are discussed. [ABSTRACT FROM AUTHOR]

Abstract: This paper looks at the issue of selection from a local authority perspective. The author begins with the Green Paper, which she describes as a cleverly finessed party manifesto. Yet it still allowed a wide range of people to be broadly s upportive of its ideas. The author looks in detail at four areas: specialist schools, the role of the LEA, the central position of teachers and greater delegation. She concludes by wondering whether the present government is replacing the traditional rou te to compulsion by legislation with the use of financial sticks and carrots. Those who follow the supported view get extra resources. Those who do not are ineligible for extra funds. [ABSTRACT FROM AUTHOR]

The Schools Council, established in 1964, embodied a partnership between the teaching profession, local education authorities and the Ministry of Education for the development of the curriculum and for the continuing professional development of teachers. The two were seen to be integral - no curriculum development without teacher development, and teachers were the dominant partner. The recent White Paper "The Importance of Teaching" has much to learn from this bit of history. [ABSTRACT FROM AUTHOR]

The article presents a discussion related to leadership, development and diversity in the learning and skills sector in England. The White Paper Success for All set out a vision to transform post compulsory education in Great Britain. A key theme was developing the leaders, teachers, trainers and support staff of the future, reflecting a belief that leadership is one of the key elements in achieving the national vision. Alongside this positive affirmation of the worth of leadership, recent reports have echoed criticisms which have been made since the incorporation of colleges in 1993, that there are weaknesses in the leadership and management of the sector.

The article explores the implications of viewing schooling as a "technology," as a process of socialization, or as a consumer product, and how these apparently contradictory viewpoints might be reconciled. One of the themes running through the school leadership literature, and through some education policy papers, treats the school system as a "technology" which has become outdated. It is a matter of fact that in many respects the fundamental design features of the school system have changed little from those of the nineteenth century schoolhouse. The notion that the correct "technological" comparison for schools is with nineteenth century factories or with modern large-scale industrial processes is highly questionable. To begin with, while the nineteenth century may be significant for the sheer scale of school building, state support and changing economic and social context, the basic concept of a lesson in a classroom delivered by a teacher to pupils is as old as civilization. It is essential to include the viewpoint of schooling as a consumer product, because of the prominence given to the application of market forces to education by the government in Great Britain.

The identification process of gifted and talented pupils poses its own problems but opportunities to develop independent learners, creative thinkers and alliances of intellectuals can be created. This paper explores one cross-curricular, cross-phase project, involving six primary and one secondary schools, aimed at developing gifted and talented students' existing talents while exploring new skills in a unique social setting. [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]

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.