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Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a façade to legitimate preferred policy options. [ABSTRACT FROM PUBLISHER]

Piecemeal changes to the Environmental Impact Assessment (EIA) process have to date not fully delivered EIA's normative goals and met today's environmental challenges. By regarding the to date approaches to change-making as a problem requiring a solution, this paper applies critical analysis to reflect upon current change-making based on England's EIA system as a case study. The analysis identifies a lack of innovative ideas and sound evidence-based approaches to inform and support the change-making process. Consequently, we argue for an epistemology of change-making (changeology) so that the entire approach can be based on an empirically informed framework, to inform the journey (process) and destination (fit-for-purpose EIA) and make the EIA process fit-for-purpose and aligned to future expectations. Changeology should be viewed as more than informing one-time change-making but as a framework of well-studied practice for changing (or improving) EIA in the long term. [ABSTRACT FROM AUTHOR]

This paper is an attempt to think aloud about the current policy proposals in circulation in England that address pre-service teacher education. Rather than dealing with details of policy and points of specificity in practice, the focus of this paper is with how propositions are justified and the overall ways in which meanings are being managed; a fundamental aspect of policy analysis. [ABSTRACT FROM AUTHOR]

To varying degrees, education policy reforms around the world are driven by educational discourses relating to globalisation. At the same time, national and local histories, cultures and politics mediate the effects of globalisation discourses. This paper employs methods of analysis that draw on the concepts of ‘vernacular globalization’ and ‘policy archaeology’ in order to examine the ways in which the effects of globalisation on National Curriculum policy reform are mediated by conditions and priorities that are specific to national contexts. The enquiry focuses on three curriculum policy problems that are associated with the English school curriculum and have recently been identified as requiring reform: inappropriate curriculum knowledge, the skills deficit and the one-size-fits-all curriculum. The paper concludes by summarising the results of the analysis, identifying some curriculum issues arising from it and offering reflections on the methodological approach it has employed. [ABSTRACT FROM PUBLISHER]

England is in the process of introducing the most radical changes to children's services since the Second World War. The 'Every Child Matters' Change for Children programme aims to integrate services in order to enhance prevention and early intervention and thereby improve the outcomes for all children while paying particular attention to the most disadvantaged. It places a particular importance on professionals sharing information and has introduced a whole range of new Information Communication Technology (ICT) systems for the screening and surveillance of the child population to make this possible. This paper provides a critical analysis of the changes, and argues that we are witnessing a significant shift in the responsibilities of and relationships between children, parents, professionals and the state and that this poses significant challenges for all concerned. [ABSTRACT FROM AUTHOR]

In the last four years McKinsey and Company have produced two highly influential reports on how to improve school systems. The first McKinsey report How the world’s best-performing school systems come out on top has since its publication in 2007 been used to justify change in educational policy and practice in England and many other countries. The second How the world’s most improved school systems keep getting better, released in late 2010, is a more substantial tome which is likely to have an even greater impact. This article subjects both reports to a close examination and finds them deficient in 10 respects. The detailed critique is preceded by a few general remarks about their reception, influence and main arguments. [ABSTRACT FROM PUBLISHER]

Richard Lanigan has worked in the Cuban health care system and now owns a number of spinal health care clinics in the UK. These take an integrated approach to spinal health and wellbeing without the use of drugs. Before resigning from the chiropractic profession, he was an elected member of the General Chiropractic Council and a Fellow of the College of Chiropractors. He is an inveterate blogger and has commented extensively on the Simon Singh case. [ABSTRACT FROM AUTHOR]