社论:英语学校的体制领导:告别地方政府?

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Management Administration & Leadership Pub Date : 2022-09-28 DOI:10.1177/17411432221123402
T. Bush
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引用次数: 0

摘要

大多数关于教育领导的论述都与学校、学院和大学有关,研究人员经常使用这些环境作为分析单位。它们可能被视为“主要机构”,在社区内外的教育领域处于中心地位。然而,这些组织也可以被概念化为更广泛的学校系统的一部分,由教育等级中的更高级别进行协调,甚至可能控制。将这些系统结合在一起并提供一定程度的一致性的“粘合剂”是地区一级。总的来说,尽管地区无处不在,但它们的作用仍未得到充分研究,理论化程度也很低。在英国,地方教育当局,后来被称为地方当局,在20世纪的大部分时间里,在领导教育方面发挥了重要作用。1944年的《教育法》将教育描述为国家服务,由地方管理。由首席教育官员或教育主任领导的地方教育部门在界定和协调社区教育方面发挥了主要作用。地方当局也是政治实体,政治价值观和意识形态在决定其边界内的学校教育和继续教育的性质方面具有影响力。这个“中间层”是教育政策制定的重要舞台,通过选举过程对当地社区负责。重要的是,不要把这段时期浪漫化为“黄金时代”,因为政治和/或官僚主义往往存在弱点,但它们成功地为当地提供了教育发展的中心。在21世纪,正如Steven Courtney和Ruth McGinity在本期的第一篇文章中所报道的那样,随着学校被鼓励或哄骗成为独立于地方当局的学院,地方当局变得不那么重要了。随后,一个新的“中间层”以多学院信托(MATs)的形式出现。这些作者指出,MATs现在是在许多地点提供教育服务的法律实体,这些地点可能有也可能没有地理基础。他们说,这样的团体现在构成了由执行校长或首席执行官(CEO)领导的教育“系统”。他们报告了一个由四所学校组成的沿海社区MAT的案例研究。他们的结论是,以MATs为代表的系统领导是一种非政治化机制,权力位于不受问责的准国家机构中。在新千年里,英国的继续教育也经历了重大变化,对大学领导产生了重大影响。Stephen Corbett以一种独特的方式调查了继续教育中层管理者的角色,通过人力资源管理者的视角,解决了这个问题,当代英国继续教育中层管理者的职业期望是什么?作者调查了每所大学的一位人力资源经理,回复率为19%。他评论说,中层管理人员负责翻译社论的愿景
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Editorial: System leadership in English schools: The long goodbye to local authorities?
Most of the discourse of educational leadership relates to schools, colleges and universities, and researchers often use these settings as units of analysis. They may be seen as ‘prime institutions’, central to the educational landscape, within their communities and beyond. However, these organisations may also be conceptualised as part of a wider system of schools, coordinated, and perhaps controlled, by a more senior level within the educational hierarchy. The ‘glue’ that holds such systems together, and provides a degree of coherence, is the district level. Collectively, despite their ubiquitous presence, the role of districts remains under-researched and weakly theorised. In England, local education authorities, later described just as local authorities, had a substantial role for much of the 20th century in leading educational provision. The 1944 Education Act described education as a national service, locally administered. Local education departments, headed by chief education officers, or directors of education, played major roles in defining and coordinating community education provision. Local authorities were also political entities and political values and ideologies were influential in determining the nature of schooling and further education within their boundaries. This ‘middle tier’ was an important arena for educational policy-making, with accountability to local communities through the electoral process. It is important not to romanticise this period as a ‘golden age’, because there were often political and/or bureaucratic weaknesses, but they were successful in providing a local centre for educational development. In the 21st century, as Steven Courtney and Ruth McGinity report in the first article in this issue, local authorities have become much less significant as schools were encouraged, or cajoled, to become academies, independent of local authorities. Subsequently, a new ‘middle tier’ emerged in the form of multi-academy trusts (MATs). These authors note that MATs are now the legal entity that provides educational services across numerous sites that may or may not have a geographical basis. They say that suchMATs now constitute educational ‘systems’, led by an executive headteacher or chief executive officer (CEO). They report on a case study of a MAT in a coastal community, comprising four schools. They conclude that system leadership, epitomised by MATs, is a mechanism for depoliticization, with power located within unaccountable, para-statal institutions. Further education in England has also experienced a substantial change in the new millennium, with significant impacts on college leadership. Stephen Corbett investigates the role of further education middle managers in a distinctive way, through the lens of human resource managers, addressing the question, what are the contemporary professional expectations of further education middle managers in England? The author surveyed one HR manager from each college with a 19% response rate. He comments that middle managers are responsible for translating the vision of Editorial
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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