Changes in education policy were central to vision of egalatarian society proposed by Socialist and Communist parties in 1981. Margaret Thatcher's Conservative Party focused less on education in 1979 British election but nonetheless called for increased parental choice and, in direct contrast to Left, for a reduction in public expenditure for education and a deemphasis of school's responsibility to fight social inequality. Four years after Left came to power, Lionel Jospin, secretary general of Socialist Party, offered these reflections to a colloquium on French Society and Its Schools: 1981 we thought we had ideas and convictions--some of which have been brutally unmasked. We thought that we had only to act. Today we can have a rational and concrete approach to problems of school, far from ideological and political concepts.' Across channel, government's leading ideologue, Sir Keith Joseph, confessed after three years as secretary of state for education and science that am myself ready to acknowledge that I underestimated task which we face in raising standards in schools when I took up my office in 1981. In particular, I did not at that time fully appreciate, for example, problems of teaching low attainers and special difficulties faced by teachers in many inner city schools.2 The following year, after having abandoned hope for a voucher system, Sir Keith told an interviewer that am a disappointed denationalizer. ... I found that it is just not practicable to have a state-financed but parentally conducted system. 3 Such confessions suggest that education policy in these two cases follows a familiar learning curve whereby policy ideas conceived by a party in opposition are overwhelmed by the realities once that party reaches office. One of principal objectives of this article is to explore nature of these realities. Yet it would be a mistake to conclude that and British education policies simply confirm view of those analysts, both Marxist and non-Marxist, who hold that elections and parties have little impact on policy. The Socialist victories of May and June 1981 produced an immediate increase in percentage of GDP expended on education, after three years of decline. In Britain reversal of respective budget priorities of education and defense in 1980s was largely consequence of Conservative victories of 1979 and 1983. The important question is not whether newly elected governments can alter policy, but rather under what conditions and in which policy areas. The Conservative government of Margaret Thatcher and Socialist governments under Frangois Mitterrand belong to a relatively rare set of democratic governments which come to office with a reliable parliamentary majority and an announced objective of effecting fundamental change in a wide range of public policies. The experience of these governments in attempting to
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