By Charles Hoy
Makes a big contribution to present lecturers' competence within the quarter of caliber enhancement and offers reflections on perform distilled over a life of paintings in schooling.
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Example text
Control of land and premises occupied by a school has already become a devolution issue. Undoubtedly central government is reluctant to release its grip upon education—it is a major client, after all. However, our argument is that the time has come to move towards consumer-driven quality with a light-touch quality assurance. Such a move would be in harmony with the devolution that has already taken place. Analysing these changes and pointing up who has the responsibility for making decisions which affect quality in schools is made easier through a systems model which will identify which core issues can be decided by the different levels controlling the school.
Another highly significant area in which control has changed has come with local financial delegation to individual schools, college and 22 THE QUALITY BUSINESS polytechnics. The hiring and firing of staff is now under the jurisdiction of the Governing Body, while the functions of the Local Education Authority have become largely those of oversight and monitoring. For example, in further education, the Training Agency took control of over 25 per cent of funding, with traditional further education provided via the old Rate Support Grant being based on need as determined by central government rather than previous spending levels.
The ‘Quality’ school would look like this in terms of education standards to be achieved: 1 Satisfactory attainment and progress in the subjects of the curriculum by the majority of pupils. This will be evident in examination assessment and other accredited results. 2 Absence of disruptive behaviour, discipline problems or exclusions. 3 No incidents of racial tension or harassment. 4 Satisfactory attendance by a substantial proportion of pupils, and by particular groups of pupils, together with low levels of truancy.
