By Helen M. Gunter
Attracts jointly a gaggle of internationalpolicy analysts and researchers to ascertain the Academies coverage and implementation, finding it inside a modern political analytical framework. >
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Additional info for State and Education Policy: The Academies Programme
Example text
Business, languages, sport) have been sponsored by business, but what is different is that sponsors of academies have the power to appoint the governing body, control the conditions of service for staff, and effectively ‘own’ the school assets. Opponents argue that the dominance of class prevails so that ‘educational interests are subordinated to narrow capitalist economic interests’ (Hatcher, 2009, p. 112). There are reports of the imposition of business methods on schools with no break times, no staff room and no playgrounds (Shepherd, 2008).
Newman (2001) identifies four models of governance: • Hierarchy: ‘towards control, standardisation, accountability, based on formal authority’. • Rational goal: ‘towards maximisation of output, economic rationalism, based on managerial power’. • Open systems: ‘towards flexibility, expansion, adaptation, based on flows of power within networks’. • Self-governance: ‘towards devolution, participation, sustainability, based on citizen or community power’. (p. 38) What is helpful about the conceptualization of these four models is that, while they enable the identification of hierarchy and markets to be separated out, the emphasis is on the layering and overlaying of assumptions about the relationship between public institutions and civil society, and so ‘governance comprises multiple and conflicting strands’ (p.
That happened when the agreement for Haberdashers’ Aske’s Hatcham Academy had to be amended in 2008 when the academy expanded to absorb Monson Primary School. At that point, the department took the opportunity to improve the provisions in the contract relating to various things including appeals against permanent exclusion. However, it also – perhaps inadvertently – removed the limited ability previously enjoyed by the Haberdashers’ Aske’s Hatcham Academy (and enjoyed by all maintained schools27) to refuse to admit a pupil who had been permanently excluded from two other schools.