This thesis is a case study of an attempt by a large education authority, Strathclyde Regional Council, to implement a planned rationalisation of school provision in an exercise named Adapting to Change. It examines the policy implications, in the Scottish education system, of roll decline at a time of financial retrenchment. The background to the exercise is given by describing the history and geography of Strathclyde Region, the administration of the council and the demographic factors forcing review of educational provision. Also explored are the contemporary political background in Scotland and Strathclyde. Theoretical concepts relevant to power and influence in educational policy, namely pluralism, partnership, corporatism, centralism are then considered. This is supplemented by examination of recent work by writers on Scottish educational policy. The rationale and methodology of the work are discussed and this is followed by an in-depth study of the overall process. The authority attempted to devolve limited decision making to 'area review groups' and detailed examination is made of two areas reviewed by Strathclyde. This is supplemented by briefer investigation of two other areas. The study involved detailed examination of documentary evidence from council files, public sources and campaign group documentation. The issues raised by Adapting to Change are considered from the points of view of those who were centrally involved i.e. parents and teachers, churches and teachers organisations, the education directorate, councillors and central government. Analysis is informed by interviews, carried out by the researcher, with senior councillors who were centrally involved in Adapting to Change.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:642552 |
| Date | January 1995 |
| Creators | Campbell, John J. |
| Publisher | University of Edinburgh |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/1842/21125 |
Page generated in 0.0976 seconds