The proposed Curriculum for Wales 2022 presents a bold new vision for curriculum, teaching and learning. Together with its focus on four key purposes, it affords substantially more flexibility and autonomy to teachers and schools, positions learners as central to curriculum decision making, promotes active forms of pedagogy and…

In the large volume of research on curriculum reform, very little attention is paid to the implications of geographical location, yet, this can be significant. The current curriculum reform process in Wales has presented an opportunity for schools to radically change their practice. While rural schools have welcomed this opportunity, they face…

The rhetoric of "partnership" is ubiquitous in UK policy at national, regional, local and organizational levels. Self-styled partnership activity is espoused by most schools in England and Wales. This article considers the implications of the growth of partnership for conceptualizing leadership. It draws on evidence of interviews with…

Presents information from a research project that investigated advantages and disadvantages of the diversity of school management interests in Northern Ireland and the effects of direct rule on framing and implementing educational policy. The effect of direct rule on the power of English and Welsh local education authorities is also discussed. (SM)

This paper uses data drawn from two projects funded by the Economic and Social Research Council of England and Wales. It covers the years 1990-94 and examines the effects of the Education Reform Act, which allowed state schools to "opt out" or leave the control of their Local Education Authority (LEA) and still receive funding. Such…

Describes the work of educational psychologists in England and Wales within the context of the educational system. The school system and its relationship to local and national control are discussed. Development of psychological services is considered. Data are given concerning demographic aspects of the profession and current patterns of training.…

A study involving 28 new Local Education Authorities in England and Wales investigated the impact of the creation of smaller unitary authorities. Results found a new wave of enthusiasm to tackle special needs issues, collaboration taking place between the new authorities, and closer contact with the clients. (Contains references.) (Author/CR)

Since the late 1980's the British educational system has experienced a roller-coaster of policy changes. The focus and content of these changes have varied over time and among different parts of the educational system. The repositioning of organizations within public education is examined in this paper. It outlines the similarities and differences…

This paper examines the future of peripatetic services supporting children with special educational needs in integrated settings in England and Wales, particularly the extent to which such services will continue to be centrally funded by local education agencies (LEAs) under the 1988 Education Reform Act. A survey conducted on 114 LEAs in England…

The report presents a rationale for School Based Curriculum Development (SBCD). SBCD is defined as any school initiated process which brings about a redistribution of power, responsibility, and control between central and local educational authorities. The result would be that the schools would acquire legal and administrative autonomy and…

Interviews 50 primary school head teachers, 304 primary teachers, and 223 secondary department heads in England and Wales to evaluate the National Curriculum's impact. Reveals primary personnel's concern for increased assessment and recordkeeping and secondary heads' concern over language and science instruction. Discovers anxiety over curricular…