Education Policy

Despite the expansion of higher education, representation, level of participation and likelihood of academic success remain highest amongst young people from affluent areas and lowest amongst those from deprived neighbourhoods. This report identifies factors which impact upon the minority of disadvantaged young people who enter higher education.

Student fees have saddled graduates with enormous debt, satisfaction rates are low, a high proportion of graduates are in non-graduate jobs, and public debt from unpaid loans is rocketing. This timely and challenging analysis gives robust new policy proposals to encourage excellence and ultimately benefit society.

From scarcer resources to greater stresses, this book charts how policies and cuts have compromised workers’ ability to undertake their professional roles. Combining research and practice experience, it assesses the extent of de-professionalisation in recent years, and how workers have responded.

Situating the cases of England and Australia within broader global policy trends, this book critically analyses what has gone wrong with education policy. Drawing on wide-ranging research, the authors issue a fundamental challenge to current policy orthodoxies, and identify policy alternatives to make education both better and fairer.

This extensively updated fourth edition by the key author in the field will maintain its place as the most important text on education policy and makes essential reading for all students and anyone interested in education policy more generally.

Peter Scott examines the development of mass higher education and calls for robust action to secure fair access at all levels and changes in the governance and management at both system and institutional levels to ensure more democratic accountability.

Based on the Transforming Lives research project, this book explores the transformative power of further education. Outlining a critical approach to educational research and practice, the book draws on the testimonies of students and teachers to construct a model of transformative teaching and learning.

COVID-19 has widened inequalities in schools and left the future uncertain. Richard Riddell argues that the increasingly narrow focus of education governance has made new thinking impossible and has degraded public life. Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.

Designed as a reference, learning and teaching tool to assist students, educators and researchers, this book describes the history, contribution and application of over 90 keywords in the field of education policy research.

This book shows how the speech and syntax of low-income female teachers in India’s education system establishes a special form of relational agency and empowerment.

This book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted.

Rooted in an international political economy theoretical framework, this book provides unique insights into the global forces and local responses that are shaping education systems in Central America and the Latin Caribbean (CALC).