Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382560
Title: Values in education policy-making, with special reference to the FE teachers' salaries structure and to the MacFarlane Review of 16-19 provision
Author: Cunningham, Kathryn Ann
ISNI:       0000 0001 3400 389X
Awarding Body: City of London Polytechnic
Current Institution: London Metropolitan University
Date of Award: 1988
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
In the period covered by the thesis (1945-87), teachers' salaries were negotiated between representatives of the local authorities and the teachers' associations in the Burnham Committees. This study explores how far the results of those negotiations, the Burnham Reports, have shaped 16-f education provision by reference to the 1950-51 Further Education negotiations on the one hand and the 1979-80 Macfarlane Review of 16-19 provision on the other. A contribution is made to the debate on the theory of policy-making, based on the observed influence of the values of policy-makers on the final outcomes within those two studies. The thesis is organised into four main parts. Part I introduces the work as a whole; Parts II and III present and analyse original empirical data; Part IV provides the theoretical underpinning. First, the context for the research is outlined. The methodology is described at the outset, since it explains why the two major studies were selected as providing the best sources for the work. The major developments affecting 16-f provision since 1945 are then summarised. The second part sets out the detail of the negotiations leading to the 1951 Burnham (FE) Report, the source of the current FE salary structure, and gives a commentary on their implications. Part III explores the issues raised in the Macfarlane Review. The theoretical section of the study is developed in Part IV, where the new, distinctive contribution of this study to the theory of policy-making is presented. The thesis provides new data on two areas of policy-making of great interest to contemporary education policy-makers. Additionally, in its conclusion it makes a contribution to the theory of policy-making, suggesting that the values of individual policy-makers and contingent factors - including, particularly and principally, the dimension of time - have the greatest impact on policy outcomes.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.382560  DOI: Not available
Keywords: 370 Education
Share: