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Open AccessArticle

Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary Organisations

Centre for the Study of Practice and Culture in Education (CSPACE), Birmingham City University, Birmingham B15 3TN, UK
Soc. Sci. 2020, 9(4), 39; https://doi.org/10.3390/socsci9040039
Received: 12 November 2019 / Revised: 23 March 2020 / Accepted: 27 March 2020 / Published: 2 April 2020
(This article belongs to the Section Social Policy)
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. View Full-Text
Keywords: school; collaboration; community; employers; external agencies; voluntary organisations; educational reform; policy-making; ideology; progressivism school; collaboration; community; employers; external agencies; voluntary organisations; educational reform; policy-making; ideology; progressivism
MDPI and ACS Style

Everitt, J. Implications of Educational Policy-Making Which Encourages Schools to Collaborate with the Community, External Agencies, Private Companies, Employers and Voluntary Organisations. Soc. Sci. 2020, 9, 39.

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