Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.796755
Title: "Letting a hundred flowers blossom ..." : a study of educational policy-making in Scotland in the 1970s, 1980s and early 1990s : formulation, implementation and dissemination, using the 10-14 report as a case study
Author: Boyd, Brian
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 1992
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Abstract:
Educational policy-making in Scotland has traditionally been characterised by a partnership between the centre - principally the Scottish [Office] Education Department and other national bodies such as the Scottish Consultative Council on the Curriculum [the former CCC] - and the local authorities, with schools, increasingly during the 70s, 80s and 90s, being seen both as contributors to the process and arenas where policy would, or would not, be carried out. McPherson and Raab, in "Governing Education", explored the concept of the Scottish "policy community", using data, including interviews with prominent members of the policy community, taking them up to the mid 1970s, and concentrating on the secondary school. The present work takes up the theme of policy-making and looks at the primary and early secondary scene by means of a case study of the 10-14 initiative, examines the effect of local government reorganisation [which created, for example, Strathclyde, representing half of Scotland], looks at the school as an important element in the policy-implementation process and, above all, considers the question why the 10-14 initiative failed to be implemented as policy and was instead replaced by the Government's 5-14 Development Programme. Data is used from the 10-14 Committee, set up in 1982 as part of the CCC sub-structure, and papers from all 20 meetings of the main committee, of the various sub-committees, as well as those of the Costing Group, have been analysed. In addition, interviews with 13 members of the policy community are presented as commentary both on the 10-14 initiative and on the policymaking process generally Finally, various papers, including memos and letters from participants in the 10-14 development are examined. Thus, 10-14 is offered as a case study of the Scottish educational policymaking process.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.796755  DOI: Not available
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