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Area-Based Initiatives in England: Do They Have a Future?

¿Qué porvenir para las iniciativas territoriales en educación en Inglaterra?
Welche Zukunft für territoriale Erziehungsinitiativen in England?
Alan Dyson, Kirstin Kerr et Carlo Raffo
p. 27-38

Résumés

Education-focused area-based initiatives (ABIs) are attempts to vary the forms of provision and practice that are typical within an education system in order to respond to what are held to be the particular challenges of particular places. They have been used extensively in English education policy as a means of tackling educational disadvantage. This paper1 reviews the history of their use, but argues that their effects have been mixed at best. Critics have pointed out that ABIs have been based on inadequate analyses of local contexts, have deployed limited resources, and are incapable of tackling the socio-structural origins of disadvantage. However, the paper describes some “new style” ABIs which seem to overcome some of these criticisms. Although there is still only limited empirical evidence on these new ABIs, this paper outlines a theoretical basis for their likely effectiveness as part of a wider range of interventions.

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Plan

Educational disadvantage in the English context
Area-based initiatives in the English education system
Impacts and outcomes from ABIs
The changing policy landscape
“New style” ABIs
Towards a theoretical basis for ABIs

Aperçu du début du texte

Educational disadvantage in the English context

The English education system has many achievements of which it can be proud. Free, universal elementary education was established well before the end of the nineteenth century, and the principles on which it was based have extended progressively ever since. By the middle of the twentieth century, all children had access to high-quality, free education through the secondary phase, increasingly offered in non-selective “comprehensive” schools, and accompanied by a wide range of special education and other supportive provision for children experiencing difficulties. From the 1980s onwards, strenuous efforts have been made to improve the performance of the education system to the point where “world class” standards can be achieved. How successful these efforts have been is open to some dispute, but nonetheless, the latest available PISA results show England safely ensconced in the top half of the OECD country “league table”, and performing ...

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Référence papier

Alan Dyson, Kirstin Kerr et Carlo Raffo, « Area-Based Initiatives in England: Do They Have a Future? », Revue française de pédagogie, 178 | 2012, 27-38.

Référence électronique

Alan Dyson, Kirstin Kerr et Carlo Raffo, « Area-Based Initiatives in England: Do They Have a Future? », Revue française de pédagogie [En ligne], 178 | janvier-mars 2012, mis en ligne le 15 mars 2016, consulté le 25 juillet 2014. URL : http://rfp.revues.org/3518

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Auteurs

Alan Dyson

d.a.dyson@manchester.ac.uk
University of Manchester (England), Centre for Equity in Education

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Kirstin Kerr

kirstin.kerr@manchester.ac.uk
University of Manchester (England), Centre for Equity in Education

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Carlo Raffo

carlo.raffo@manchester.ac.uk
University of Manchester (England), School of Education

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