ERIC Number: ED294470
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: N/A
An Explanation of Government Response to Educational Demands.
Jefferson, Anne L.
As educational demands change, it is important to continually adjust the operation of educational organizations, and this must not be a haphazard adjustment. The effectiveness and fairness of the adjustment changes according to who is viewing it. It is a complex process with great potential for conflict from the vantage point of students, parents, teachers, school administrators, local school authorities, the public, government, organized educational groups, and the courts. What one group sees as fair allocations may be viewed as totally unfair by another group. The school system is a product of the government and does not stand separate. The government is legally accountable for the products in education. Government intervention is imminent during shifts in educational demands. It would be a matter of concern if there was a lack of a sensitive assessment of the changing demands of the school system by the government. In America, state governments have moved toward more centralized control of local school districts. The government action in the United States, Canada, and Australia is called the inbetween response strategy (devolution whereby there is increase in control in conjunction with a decentralization of responsibility). Educational, economical, and socio-political variables affect this strategy. The government must listen to and respond to any interested groups. There must be an appropriate balance of educational and socio-political concerns. (SM)
Descriptors: Educational Administration, Educational Assessment, Educational Change, Educational Demand, Educational Development, Educational Planning, Government Role, Government School Relationship, Higher Education, Institutional Role, Public Policy, Socioeconomic Influences, Sociology, State Government
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).