ABSTRACT

The education system in England, along with the leadership and management of its schools, has changed dramatically over the past fifteen years, heavily influenced by key features of the private school sector. However, in this article, it is argued that the strong policy focus on autonomy and diversity was in fact an accentuation of the historical tradition of the English system: secondary heads and their staff having much more autonomy and schools being more diverse than is generally the case elsewhere. In order to contextualise any analysis of the current politicised, centralised school system in England, it is important to first understand how the marketized and semi-privatised arrangements came about. This article questions whether, despite being constantly subjected to policy change and reorganisation, any improvements in either academic outcomes or equity issues could be claimed. It then asks how socially just current educational provision could claim to be, with its distorting accountability measures and emphasis on the individual school rather than the system as a whole. It highlights key implications for system design, encompassing both processes and structures, surrounding the leadership and management of schools across England.

摘要

在过去的十五年中，英格兰的教育体系及其学校的领导和管理发生了巨大变化，这在很大程度上受到了私立学校部门关键特征的影响。但是，在本文中，有人认为，将政策重点放在自治和多样性上实际上是对英语体系历史传统的一种强调：中学生和他们的员工具有更多的自治权，而学校比一般的学校具有更多的多样性。在其他情况下。为了将对当前英国政治化，集中化学校制度的分析进行背景分析，重要的是首先了解市场化和半私有化安排是如何产生的。本文质疑，尽管不断受到政策变化和重组的影响，在学术成果或公平问题上的任何改善都可以要求。然后，它问及当前的教育供给在社会上应该如何称呼，其扭曲的问责措施并强调单个学校而不是整个系统。它强调了系统设计的关键含义，包括流程和结构，围绕英格兰各地学校的领导和管理。