Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary Organisations
Despite the move to state education, policy-makers since the early 1900s have encouraged the community, external agencies, private companies, employers and voluntary organisations to become involved in schools. The rationales for these collaborations are to address issues (e.g., delinquency, neglect...
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-04-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/9/4/39 |
| _version_ | 1797571648961904640 |
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| author | Julia Everitt |
| author_facet | Julia Everitt |
| author_sort | Julia Everitt |
| collection | DOAJ |
| description | Despite the move to state education, policy-makers since the early 1900s have encouraged the community, external agencies, private companies, employers and voluntary organisations to become involved in schools. The rationales for these collaborations are to address issues (e.g., delinquency, neglect, underachievement and low family support), which will be tackled through activities (e.g., extra-curricular clubs and one-to-one support) and to focus on the social aspects of schooling of wider audiences (e.g., adults). These activities are deemed as beneficial through implementation which is perceived to be issue free. Research is lacking with regard to how these policy responses are played out in practice and the perceptions of those involved. This paper reveals the individuals involved in four case study schools using an audit pro-forma, documentary analysis and interviews with school staff and external agencies. The findings highlight that several individuals were expected to deliver former statutory provision for free, but quality was a concern. Individuals may perceive that their activities contribute to the national curriculum, but staff had different perceptions. This paper reveals how policies are directing the individuals involved and their activities. There are questions over whose interests are intended to be served and the implications for pupils, parents, schools, communities and politicians. |
| first_indexed | 2024-03-10T20:43:39Z |
| format | Article |
| id | doaj.art-278852efbba143f9b104bc0534de7dba |
| institution | Directory Open Access Journal |
| issn | 2076-0760 |
| language | English |
| last_indexed | 2024-03-10T20:43:39Z |
| publishDate | 2020-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj.art-278852efbba143f9b104bc0534de7dba2023-11-19T20:28:15ZengMDPI AGSocial Sciences2076-07602020-04-01943910.3390/socsci9040039Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary OrganisationsJulia Everitt0Centre for the Study of Practice and Culture in Education (CSPACE), Birmingham City University, Birmingham B15 3TN, UKDespite the move to state education, policy-makers since the early 1900s have encouraged the community, external agencies, private companies, employers and voluntary organisations to become involved in schools. The rationales for these collaborations are to address issues (e.g., delinquency, neglect, underachievement and low family support), which will be tackled through activities (e.g., extra-curricular clubs and one-to-one support) and to focus on the social aspects of schooling of wider audiences (e.g., adults). These activities are deemed as beneficial through implementation which is perceived to be issue free. Research is lacking with regard to how these policy responses are played out in practice and the perceptions of those involved. This paper reveals the individuals involved in four case study schools using an audit pro-forma, documentary analysis and interviews with school staff and external agencies. The findings highlight that several individuals were expected to deliver former statutory provision for free, but quality was a concern. Individuals may perceive that their activities contribute to the national curriculum, but staff had different perceptions. This paper reveals how policies are directing the individuals involved and their activities. There are questions over whose interests are intended to be served and the implications for pupils, parents, schools, communities and politicians.https://www.mdpi.com/2076-0760/9/4/39schoolcollaborationcommunityemployersexternal agenciesvoluntary organisations |
| spellingShingle | Julia Everitt Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary Organisations Social Sciences school collaboration community employers external agencies voluntary organisations |
| title | Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary Organisations |
| title_full | Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary Organisations |
| title_fullStr | Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary Organisations |
| title_full_unstemmed | Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary Organisations |
| title_short | Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary Organisations |
| title_sort | implications of educational policy making which encourages schools to collaborate with the community external agencies private companies employers and voluntary organisations |
| topic | school collaboration community employers external agencies voluntary organisations |
| url | https://www.mdpi.com/2076-0760/9/4/39 |
| work_keys_str_mv | AT juliaeveritt implicationsofeducationalpolicymakingwhichencouragesschoolstocollaboratewiththecommunityexternalagenciesprivatecompaniesemployersandvoluntaryorganisations |