Abstract
The Education Action Zone (EAZ) experiment is one of a number of area-based regeneration initiatives (ABRIs) that have been introduced by central government in recent years in England in an attempt both to tackle social exclusion and lever up educational achievement in some of its disadvantaged localities. The policy, regarded by some of its advocates as the epitome of New Labour's ‘Third Way’, is premised upon the idea that different bodies (public, private, voluntary and community) can work together to deliver localised ‘joined-up solutions’ to ‘joined-up problems’ – in this case those to do with how to address successfully persistent educational failure in poor neighborhoods. Drawing on the findings of a three and a half-year long ESRC-funded research project designed to investigate the origins, operation and impact of the EAZ policy, this article reflects on the degree to which this approach to educational regeneration is delivering on its objectives and highlights the lessons that can be learnt from its operation so far.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
