Education Reform Bill Research Articles

Investigation of School Readiness and Academic Development of Elementary Students Firstly Enrolled at School with '4+4+4 Education Regulation' in Turkey

Setting the age for starting elementary students at 60 months old has been a hotly debated topic in Turkey since the Grand National Assembly passed an education reform bill as Law No. 6287, known to the public as the “4+4+4 regulation.” At the outset of its implementation, students who started first grade in school year 2012–2013 had an age distribution in the range of 60 to 84 months. The present research aimed to determine the effect of this age difference among students in the same grade level on their subsequent development. Thus, the study is a longitudinal and causal comparative research since comparison of the two age groups on both readiness for the school and the academic development throughout the four assessments within six months intervals was investigated. The results indicated that students younger than 69 months are disadvantaged against their older peers in all the specified fields and subfields during all the periods studied.

Volume 6, 1987–88 The Great Education Reform Bill: Responses and critiques

Volume 6, 1987–88 The Great Education Reform Bill: Responses and critiques

Osnutek novega Zakona o visokem šolstvu in logika kapitalizma - Financiranje zasebnega na račun javnega šolstva

Prispevek analizira enega glavnih elementov prestrukturiranja, ki ga v visoko šolstvo vnaša predlagani osnutek novega ZViS. Nanaša se na statusno izenačevanje zasebnih fakultet z javnimi, da bi se tako dokončno legitimiralo njihovo javnoproračunsko financiranje, s tem pa prečrpavanje že tako okleščenih sredstev od javnih k zasebnim šolskim zavodom.

Recursos próprios da UNB, o financiamento das IFES e a reforma da educação superior

texto discute o comportamento de despesas da Universidade de Brasília (UNB), enfatizando as receitas próprias, no cenário do financiamento das Instituições Federais de Ensino Superior (IFES), e trata das fundações de apoio em anteprojetos de reforma da educação superior do Governo Lula. O financiamento da UNB com verbas do MEC não difere muito do observado nas IFES, predominando recursos cadentes num sistema em expansão, no contexto da crise de hegemonia da universidade e de políticas voltadas para uma heterogeneidade no sistema federal. A UNB tem alta proporção de gastos com receitas próprias, vem tendo crescente dependência destas, mas a maioria é consumida na sua geração, mostrando que nenhuma universidade federal de qualidade pode prescindir dos recursos da União. O primeiro dos anteprojetos trouxe notáveis inovações no financiamento das IFES, mas o segundo renunciou a muitas das propostas originais. Exigiu transparência na atuação das fundações de apoio, subordinação a colegiados superiores e sinalizou longinquamente para uma futura reforma da gestão financeira e patrimonial.

A National Curriculum for Wales: A Case Study of Education Policy-Making in the Era of Administrative Devolution

The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the ‘national’ and ‘territorial’ arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act.

Improving Science Education for All Children

Last fall, in the midst of trying circumstances no one could have foreseen, Congress continued its intense work on improving K–12 education and eventually passed the President’s education reform bill. While these reforms will do much to improve our nation’s schools, they alone will not ensure that all of our students are adequately educated in science.

Providing Diversity in Middle Level World Language Study in Massachusetts

The Massachusetts Education Reform Bill of 1993 supports the devel opment and implementation of curriculum frameworks in all major dis ciplines, including world languages. The department of education has implemented a statewide assessment system that provides proficiency benchmarks at Grade 10. As a result, districts have been reviewing their curricula and expanding their programs whenever possible to meet the needs of students faced with proficiency exams.

Richard Hume Adrian, D. L. 2nd Baron Adrian of Cambridge. 16 October 1927—4 April 1995

Richard Adrian was a distinguished electrophysiologist who cleared up many of the puzzles about the electrical behaviour of striated muscle. The situation in this tissue is exceptionally complex, both because the surface membrane is invaginated to form the transverse tubules, whose surface area is several times that of the fibre surface, and because substantial amounts of charge are carried across these membranes by processes connected with the turning on of contraction itself. Apart from his scientific work, he played an important part in the life of Cambridge University, as Master of Pembroke College for 11 years and as Vice-Chancellor for two. In the House of Lords, he contributed in an important way to the debates leading up to the new Act of 1986 governing experiments on living animals, and took a major part in the defence of academic freedom in the universities when it was threatened in the Education Reform Bill of 1988.

Conservative Government and Support for the Religious Institution: Religious Education in English Schools

Conservative Government and Support for the Religious Institution: Religious Education in English Schools

The effect of the Education Reform Act on public library services to children

This article investigates the effects of the 1988 Education Reform Act (ERA) on school library services (SLS), the support services to schools provided by most Local Education Authorities (LEAs) in England and Wales. While the research aimed to present an over all picture, it had a particular interest in the management of change and, with this in mind, established a close contact with 14 authorities over the project time-span. It was obvious, from the time of the Education Reform Bill, that the new legislation would have a major effect on SLS: it was less apparent that it would affect public library ser vices to children. However, the research did find that the Act was having an impact on children's library services, and this article attempts to identify the nature and extent of that impact, and to discuss possible future implications.

Primary Schoolteachers' Understanding of Science Concepts

The introduction of a National Curriculum in British schools means that, for the first time, science will be a mandatory part of primary education for all pupils and all primary schoolteachers will have to teach the subject. A feature of the new curriculum is that there has been a move away from a process approach to primary science to one that stresses the importance of content In fact the final report of the National Curriculum Science Working Group [5] recommends a weighting of 35 percent for knowledge and understanding, while the Secretaries of State would prefer a considerably greater emphasis than this (see the comments of the Secretaries published at the front of the Working Group's report). Whatever the final weighting, the inclusion of a substantial amount of conceptual content clearly raises the question of whether primary teachers themselves have the knowledge and understanding to teach the curriculum. The recent Education Reform Bill's proposals for testing primary pupils at ages seven and ele...

Freedoms for Academics

AbstractThe publication of the Education Reform Bill in November 1987 intensified the debate on academic freedoms, culminating in the Society for Research into Higher Education (SRHE) conference of December 1988. The debate displayed much rhetoric and opinion, but added little to our agreement on definitions, and less to scholarly knowledge of the arguments from effects. Without clear definitions and knowledge‐based arguments, the academic community is finding it difficult to explain to its paymasters, whether government, industry or alumni, the implications of what is now happening. Some comments on definitions, a suggested description of the mechanisms involved, and notes on the sorts of effects to which argument and enquiry might be directed are offered.

Higher Education Policy In The United Kingdom - Reformation or Dissolution?

The purpose of this paper is to analyse those imminent and potent changes within higher education in the United Kingdom which are to follow the introduction of the government's Education Reform Bill of 1987 (NOTE 1). This legislation, referred to popularly (and not without wry amusement) as GERBIL, is designed to bring major changes in funding policy, governance, and conditions of appointment for faculty in the universities, polytechnical institutes and selected colleges in Britain. While there are fundamental differences between the structure and organization of tertiary education in Britain and Canada, it is useful to ponder several imperatives which reflect government policy in the United Kingdom and which are strikingly similar to many of the policy thrusts instituted by the Mulroney government in the past four years. It is for this reason that the Education Reform Bill, viewed from a Canadian perspective, provides intriguing vision of the future of higher education which seems to be much more relevant to the Canadian context than might first appear. British higher education enjoys both the advantages and disadvantages of having to relate primarily to one level of government in Westminster (NOTE 2). Nevertheless, there are important differences in the management and structure of the system in Scotland, Wales, and Northern Ireland, quite apart from critical variations in roles and functions between universities and polytechnics. As in Canada, the relationship in Britain between institutions of higher education and elected governments, local or national, is important factor in how these institutions exercise fiscal and curricular autonomy, conduct research, and establish educational priorities. In this regard, Oxford's Professor Donald Dworkin notes that, although the recent initiatives taken by the Thatcher government in the United Kingdom might appear on the surface to be about economics and efficiency, they really represent an ideological battle between two strikingly different versions of the role of universities in a democracy (Dworkin, 1988).

The Effect of a State Education Reform Act on Environmental Education and Interpretative Facilities

Abstract Environmental education and interpretive facilities in Texas were surveyed to determine the effects on their attendance, management, and programming of a state education reform bill. The bill potentially restricted the ability of public school teachers to take classes on field trips to off-campus educational centers. Findings indicated that facility attendance did decline during the twelve months following passage of the legislation. The survey also found that many environmental education and interpretive facilities made programming and management changes to adapt to the bill. These changes were associated with various facility characteristics and may have been responsible for a subsequent recovery in attendance levels.

Special Education in Parliament

Although issues relating to special educational needs were raised frequently in Parliament during the passage of the Education Reform Bill, few questions on the implications of the new legislation for special education provision have been asked in the House of Commons since the Bill became law in July. Questions have related, for instance, to dyslexia, disabled students' allowances and the ascertainment and recording of pupils in Scotland.

Qualitative observation and standardized reading tests

Summary The 1987 Education Reform Bill, and its associated reports, have sharpened the debate on the relative merits of quantitative and qualitative assessment. This paper describes a recent survey, carried out as part of a reading test development project, which explored reading teachers’ perception of the importance of a number of qualitative categories of behaviour displayed by children undertaking an oral reading test. The results indicate that many specialist teachers are disposed, in principle, to take account of a wide range of such behaviours and are aware of factors that might qualify a normative test result. It is suggested, however, that there needs to be considerable further discussion on exactly what, in the field of reading, needs to be observed and assessed, on how conflicting qualitative and quantitative assessments might be handled and on how a large body of possible observations might be made manageable, both for use by the assessing teacher and for a subsequent public presentation of results.

The Education Reform Bill ‐ 44 years of progress?

The Education Reform Bill is contrasted with the 1944 Education Act, especially in regard to the schools sector and the responsibilities of local education authorities (LEAs). The 1944 Act is seen as part of the formation of a Welfare State after the devastation and social upheaval of the war, in which educational opportunity and notions of a just society were guiding principles. The 1988 bill is seen as based on the spirit of consumerism, individual entrepreneurism and competition: the values of the market. The contrast is examined specifically in relationship to policies for access to education, where a right based on citizenship is compared with the differential opportunities required by a market place, and through consideration of the different roles required of LEAs in a planned, comprehensive public service compared with a mixed economy of LEA and non‐LEA schools. It is argued that the strategic role of the LEA to plan and ensure provision as circumstances change will be more difficult to perform, a...

Look over your shoulder, Mr Baker: the Norwegian connection

This paper examines policy and pragmatic issues associated with introducing centrally‐directed national curricula, both in Norway and in England and Wales. Norway has had a national curriculum plan (M⊘nsterplan) for its compulsory comprehensive schools since 1974. Its initiation and subsequent attempts to revise the plan in the 1980s are considered in the light of changes of national governments and by the trend towards local decision‐making in education. The paper postulates that recent attempts in England and Wales to centralize the curriculum, through the Education Reform Bill, raise similar issues to those already experienced in Norway. The policy implications created by Norway moving from a centralized to a decentralized system of decision‐making, whilst England and Wales adopt a more dirigiste stance than previously over their curriculum, are discussed. The growth of professional awareness in the teaching force of both countries is shown to be a constraining influence on attempts to impose national ...

The Passing of the Education Reform Act

AbstractWhen the Education Reform Bill, now an Act, was published higher education received little attention. It was a massive Bill, with major changes for the schools. But as time went on reaction outside Parliament, and lobbies within it caused higher education, but mainly the universities and their role, to be forced to the front of the political stage.Although key government concessions were made in the Commons, most of the action happened in the Lords. The government may have wanted to deflect the Lords from making substantial changes to their school reforms by giving their Lordships something to bite on in higher education. Or was it the success of the CVCP campaign, which undoubtedly raised morale in the universities, that was responsible for key changes? Was it luck, political circumstance, or the intellectual vigour of the arguments that led to government defeats on the question of academic freedom? This paper traces the passage of the Bill as it affected higher education.

Assessment, special needs and the Education Reform Bill

Assessment, special needs and the Education Reform Bill