NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Molla, Tebeje – London Review of Education, 2019
The World Bank uses a combination of financial and non-financial aid to influence educational reform in aid-recipient countries. Drawing on an interpretive policy analysis methodology and using Pierre Bourdieu's concept of symbolic power as a 'thinking tool', this article aims to shed light on the Bank's non-financial pathways of policy influence…
Descriptors: Power Structure, Financial Support, Educational Change, International Organizations
Peer reviewed Peer reviewed
PDF on ERIC Download full text
West, Anne; Wolfe, David – London Review of Education, 2019
This article focuses on the transformative academies policy in England. Based on an analysis of documentary evidence, we argue that the policy has resulted in the fragmentation of the state-funded school system and stark variation between academies, with those within multi-academy trusts (MATs) having no legal identity. We examine the variation…
Descriptors: Foreign Countries, Governance, Elementary Secondary Education, Public Schools
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Palfreyman, David; Tapper, Ted – London Review of Education, 2016
This article explores the marketization of English higher education with particular reference to the introduction of undergraduate student tuition fees. It argues that the breakdown of the political consensus that underwrote the public funding of undergraduate student funding was the consequence of ideological and economic changes that, following…
Descriptors: Commercialization, Undergraduate Students, Tuition, Student Loan Programs
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Broad, Janet Hamilton – London Review of Education, 2015
Between 2008 and 2012, teachers in the further education (FE) sector were required by legislation to engage with 30 hours (pro rata) of continued professional development (CPD), and this is reflective of the ways in which, historically, policy interest in FE teachers' professional development has waxed and waned. Situated within this historical…
Descriptors: Barriers, Professional Continuing Education, Faculty Development, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Oketch, Moses; Mutisya, Maurice; Sagwe, Jackline – London Review of Education, 2012
With the introduction of free primary education (FPE) in Kenya in 2003, it was expected that the burden on poor households in financing primary education would be reduced substantially. This in turn would increase enrolment in public schools and lead to universal primary education. However, studies have shown that a considerable proportion of…
Descriptors: Family (Sociological Unit), Economically Disadvantaged, Slums, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Clark, Paul – London Review of Education, 2012
The period since the election in May 2010 has seen a number of very far-reaching reforms enacted in the higher education system in the UK, and especially England. These have been driven in large measure by the economic situation, but also by the aim to introduce a more market-based approach into the sector. At the same time, the higher education…
Descriptors: Higher Education, Educational Finance, Foreign Countries, Economic Progress
Peer reviewed Peer reviewed
Direct linkDirect link
Dodds, Anneliese – London Review of Education, 2011
This article examines current debates surrounding British higher education funding from a political economy perspective, drawing on "positive" and "institutionalist" political economy. Adopting the lens of political economy enables a critical assessment of the use of terms drawn from economics by many higher education…
Descriptors: Higher Education, Educational Finance, Financial Support, Foreign Countries