Titlebook: Education Policy and Contemporary Politics; Jack Demaine Book 2002 Palgrave Macmillan, a division of Macmillan Publishers Limited 2002 cur

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書目名稱Education Policy and Contemporary Politics網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Education Policy and Contemporary Politics被引頻次




書目名稱Education Policy and Contemporary Politics被引頻次學(xué)科排名




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remission

Engaged

https://doi.org/10.1007/978-3-031-06908-6ity of the nation’. Specifically, the attempts to re-imagine a simple homogeneous Britain (secure in its historical and contemporary excellence, its humanity and a fundamental — . separateness) promote a return to the assimilationist policies of the past, where minority interests, needs and experien

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https://doi.org/10.1007/978-1-4613-8838-8me period (FEFC 1996). At the same time it is acknowledged by the FEFC that institutions funded by the Council will need to make efficiency savings of at least five per cent each year in the period 1996–1999. Thus, in order to meet fiscal targets, colleges will be expected to finance capital and oth

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Introduction,n which the ‘new right’ regards as a ‘half-way house’ on the road to a ‘free market’ system of educational provision. In Chapter 1, Jack Demaine examines the process of change in education and prospects for the future.

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Clinch

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Roberto G. de Almeida,Christina Manouilidou and improvement paradigm on virtually every page, from the espousal of a ‘pressure and support’ philosophy (Fullan 1991), to the adoption of a ‘valued added’ perspective on assessing levels of school achievement (Goldstein 1995) and to belief in the value of development planning (Hargreaves and Hopkins 1991).