Abstract
This paper explores the governance of school-based and early education in England under the Conservative–Liberal Democrat Coalition Government (2010–15). It draws on three prominent Coalition policy areas – the academies programme, the pupil premium, and free part-time early education – and focuses on changes to the role played by central government in governance; in so doing, it also makes contrasts with Wales and Scotland. An analysis of the funding and regulatory framework reveals that the role of central government in England increased under the Coalition Government and that of local government declined. These changes to governance have served to centralize power on the one hand, and to facilitate and sustain markets in school-based and free early education on the other; the same cannot be said of governance in either Scotland or Wales, where democratically elected local government continues to play a highly significant role.
Highlights
During the Conservative–Liberal Democrat Coalition Government’s term of office (2010– 15), the number of academies – independent, publicly-funded schools owned by non-profit making trusts – increased significantly; a new funding stream, targeted explicitly at children from disadvantaged backgrounds, was introduced and across the UK, free part-time early education was extended to disadvantaged 2-year-old children
The paper argues that governance varies between countries; the degree of control exerted by central government via funding and regulation is unique to England
As in school-based education, central government exerts a high level of control in England, while in Wales and Scotland there is more power vested with local government
Summary
During the Conservative–Liberal Democrat Coalition Government’s term of office (2010– 15), the number of academies – independent, publicly-funded schools owned by non-profit making trusts – increased significantly; a new funding stream, targeted explicitly at children from disadvantaged backgrounds, was introduced and across the UK, free part-time early education was extended to disadvantaged 2-year-old children These policy developments – and those that preceded them – provide insights into the governance of school-based and early education.This paper analyses changes to governance in England under the Coalition – in particular the roles played by central and local government – and makes contrasts with Wales and Scotland. As only a relatively small minority of primary schools have converted, its role vis-à-vis primary education remains significant
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