This article examines the participation of "third-sector" organisations in public education in England. These organisations act as a cross-sectoral policy network made up of new kinds of policy experts: mediators and brokers with entrepreneurial careers in ideas. They have sought to make education reform thinkable, intelligible and…

Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control…

This paper explores how civic engagement as an important dimension of public engagement in higher education has been slow to develop in the UK, despite an important history dating from the "civic universities" in the nineteenth century. I specifically consider the development of "service learning" as an important way in which the values and…

Despite the "progressive" influence of the English Plowden Report and Scottish Primary Memorandum on British primary curricula from the 1960s onwards, secondary education has generally continued to follow a more traditional subject-centred route and post-war educational theorists have not generally been favourably inclined to other than…

This paper argues that the existence of a canon of established and privileged texts in the primary literacy curriculum in England can be traced historically and has informed current national policy and practice. This canonisation of a particular set of literature has served to marginalise popular cultural and media texts, often the preferred texts…

The "praxis argument" emphasizes knowing "how" rather than knowing "that"; the acquisition of skills and tools rather than the learning of facts. Author challenges this view and its domination of curriculum planning within schools. (Author/RK)

In this paper the author examined two views of art and attempted to show how, because they are in conflict, they might be the source of much of the confusion currently surrounding art education. (Author/RK)

Article evaluated the curriculum of the public schools of England in the uncertain sixties of the last century. (Author/RK)

Analyzes critically and informatively the proclaimed need for education to concentrate on preparing for professions apparently vital to the economic development of England. Shows the factors which have worked against rapid implementation or even acceptance of the demands for technological education. (Editor/RK)

Describes the practical problems encountered by one group of people, in one institution, when different disciplines were combined in the production of a course about the theory of curriculum design. (Author/RK)

Curricular change requires fundamental changes in school organization to be effective. Argues that this can be accomplished "without undue strain and anxiety for the staff". (Author/RK)

Considers early arguments in Great Britain for adjusting the traditional curriculum to the changing needs of the secondary school population and for developing the "multi-bias" school, one which would allow educational opportunity for every variety of student talent. (RK)

What should or should not be taught is considered with arguments for or against this or that form of justification arising primarily from five distinguishable but related issues. (Author/RK)

John Ruskin made great contributions to educational development through his theoretical conclusions. This article takes a further look at those theories. (RK)

Analyzed is the change in policies for the education of minorities in England and Wales since 1966; various concepts of cultural change; assumptions about the unchangeability of cultures; some theories regarding race relations, cultural assimilation, and racial discrimination; and what is likely to happen in the majority of educational…