Diversification Of Provision Research Articles

Innovation and autonomy at a time of rapid reform: an English case study

This paper sets out to report upon the findings of a case study of an ‘innovative’ school in England. Specifically, the research focusses upon the way in which the school has engaged with the neoliberal policy context in which increased autonomy and diversification of provision is promoted in England as a driver of standards. Using Bourdieu's conceptualisation of symbolic capital, the findings suggest that within this autonomous system, ‘innovative’ localised policy-making can arguably misrecognise the role such ‘innovation’ plays in helping to maintain structures, which may contribute to ensuring the field, and its competitive nature, is protected rather than challenged.

Diversity and Choice: The Leading Principles of Educational Policy in Britain at the Start of the Twenty First Century

More than in other countries, Education in England seems to have become firmly lodged as an integral part of society, reflected by the socio-economic priorities, the expectation of excellence which would arguably benefit the country perhaps more than the individual, such as the involvement of private sponsorship leading to a diversification of provision. The five words 'education in the market place' describe the situation very well - it is possible to trace the dominance of commercial considerations: selling and buying, the emphasis on choice and diversity especially in the area of secondary schooling, the providers, with quality not always directly linked with traditional educational values. The recent borrowings, not only in Germany, of the innovatory practices in British early childhood education, show the continuing interest in education in England. In the light of current worldwide political developments one is tempted to credit Britain's position in Europe and especially the impact of English for encouraging the interest in the first place.

Diversity in principle and practice: addressing the problem of teacher supply

Summary Diversification is one of the key terms in the new discourse of teacher training in England and Wales. Increasing the range of routes opens up choice to those seeking qualified teacher status and can be seen as part of the government's commitment to the market. It can also be seen as a pragmatic response to problems of teacher shortage. This paper examines the backgrounds and experiences of mature students on two different routes of initial teacher training, and explores the relationship between diversification of provision and subsequent levels of teacher supply.