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The article presents a debate introduced by Greg Hands on the future of academies and free schools in England in 2018. According to Hands, one of the best things about academies programmes and free schools was the autonomy they had to set pay levels, hours and conditions, that permitted them to keep the best talent in the classrooms. Hands suggested that the Education and Skills Funding Agency need to improve local knowledge instead of relying on centralised procurement processes.

The article discusses an address delivered by British member of parliament (MP) and Minister of State for Schools Reform Nick Gibb at the Organisation for Economic Co-operation & Development (OECD) conference. Topics addressed include Gibb's response to the OECD "Education Policy Outlook" report, his advocacy for greater school autonomy, and comparisons of education policies in England to those in Poland, Sweden, an U.S. states such as Florida and Massachusetts.

The article discusses the October 15, 2014 meeting between British Secretary of State for Education Nicky Morgan and the Education Select Committee regarding the Department for Education's (DfE) investigation into allegations of extremism in Birmingham, England schools. Other topics covered included academies, communication with parents, and school autonomy.

The article reports on the activities of the British House of Commons Education Select Committee in September 2014 regarding its inquiry into the Academies and Free Schools programme. Topics addressed include an outline of members who comprised the two panels which addressed the Committee, discussion on the extent to which academy chain schools could be autonomous, and the ability of the Office for Standards in Education, Children's Services and Skills (Ofsted) to inspect them.

The author offers his opinions on the Organisation for Economic Co-operation and Development's (OECD's) Programme for International Student Assessment's (PISA's) division head Andreas Schleicher's statements on academies and educations in Great Britain to the Education Select Committee. Topics include a comparison between education in Great Britain and Shanghai, China, the balance of school autonomy and accountability, and proposed guidelines for fair school inspections.

The article discusses the study presented at the conference of the British Educational Leadership Management and Administration Society (BELMAS) in Scotland. It proposes that schools in England must fall in one of the four categories including confident, cautious, and concerned. It notes that 22 percent of the total schools in the confident category were positive in school autonomy, and confident on engaging new policy opportunities.

The article focuses on the concerns of Directors of Children's Services (DCS) on the White Paper by Great Britain Education Secretary Michael Gove, which detaches schools from local authorities (LA) control in 2011. DCS says that the changes on partnership of schools and LA could lead to a two-tier system, which may broaden the gaps in school performance. DCS adds that the changes remove early warning signs of failing schools as the White Paper eliminates schools' duty to share data with LA.

The article offers information on the 2008 annual conference of the Association of Director's of Education Scotland (ADES) held in North Lanarkshire, Scotland regarding the role of the education authority in learning. The conference featured several educationists and leaders, including Christine Pollock, Richard Teese and Mel Ainscow, and discussed topics such as giving schools more autonomy, the national workforce planning system and the need for the higher levels of pupil achievement.

The article covers a presentation on education reform by Nick Gibb, British Minister of State for School Reform, delivered during a November 2014 conference of the think tank Reform. Particular attention is given to Gibb's discussion of school autonomy and the need to give more control to teachers and headmasters.

The article presents an overview of a discussion on the autonomy and accountability of British educational institutions held during the June 24, 2014 session of the British House of Lords. Particular attention is given to comments by Baroness Perry of Southwark regarding the government's evaluation of the balance between autonomy and accountability as well as the response by Parliamentary Under-Secretary of State for Schools Lord Nash.

The author offers their opinion regarding the Organisation for Economic Co-operation and Development's (OECD's) Programme for International Student Assessment's (PISA's) division head Andreas Schleicher and the E-ACT academy chain. Topics include the closing of approximately ten schools in the E-ACT academy chain, the inspection of academy chains by the Office for Standards in Education (Ofsted), and Schleicher's statements regarding the inspection of academies and school autonomy.

The article discusses research into the Organisation for Economic Co-operation and Development's claims that Programme for International Student Assessment (PISA) test scores are higher for schools that had autonomy and accountability by the Assessment Research and Development division at Cambridge Assessment Tom Benton, Cambridge Assessment’s Group Director of Assessment Research and Development Tim Oates, and general secretary of the Association of Teachers & Lecturers Mary Bousted.

The article focuses on the author's views about the administration of publicly-funded schools in Great Britain. The association between accountability and autonomy in education is outlined. The importance of risk assessment and management in school administration is emphasized. The significance of stimulating competition among educational institutions is also discussed.

The article focuses on the author's views on the implications of the coalition government on educational policies in Great Britain. It is inferred that the involvement of every person in an organisation is essential to facilitate change. The significance of expanding the autonomy of educational institutions is highlighted.

The article talks about the freedom of colleges in Great Britain from government control. It is reported that few years back two organisations, the Centre for Excellence in Leadership and Quality Improvement Agency were created through which colleges were promised that they could manage their own affairs. Later they were merged and titled, the Learning and Skills Improvement Service (LSIS). According to LSIS's founding chief executive, Roger McClure, it will give substantial freedom to colleges.

The article focuses on the academies programme in Great Britain. It is stated diversity and school autonomy should be considered as key issues related to school governance and various research works have revealed that there is no link between school performance and their specialist status. Also discussed are issues related to academies which include transparency, accountability and equitable treatment of publicly-funded schools.

This article focuses on a paper titled, "Excellence and Enjoyment," which has launched a new "primary strategy" to build on what the United Kingdom's Department for Education & Skills claims is "the success of the National Literacy and Numeracy Strategies." It is a strange looking document which attempts to reconnect with old primary rhetoric of the Plowden era whilst still retaining the post-1997 variety. Is the United Kingdom government influenced by Plowden or just trying to cynically suborn primary teachers disenchanted with post-97 rhetoric and reality?