Case study related questions?
Academies and Free Schools: the future of education? ST blic sector continues to face dilemmas as to how far strategic management should be centralised or rved. This case looks at one example-the extension of devolved control of schools in England and s through the creation of Academies and Free Schools. But the principles and issues involved in this would apply to many other public services and private-sector organisations. We want everyone to have a chance to succeed, and education is the best way of ensuring that. This means chools with strong standards and discipline. It als means giving head teachers the freedom to run their own schools with the ability to set their own curric and pay their staff properly. Academy schools were created to do exactly that....I want teachers, not bureauerats, deciding how best to educate our This was the British Prime Minister, David Cameron, speakne in August 2015, ioO days after his general election victory. This folowed a period of five years in coalition governmment when controversial changes had been introduced to turn most schools into Academies and to establish Free Schools, Both Academies and Free Schools received state funding but were semi-independent and outside local authority control.2 City of London Academy School, London Source VIEW Pictures Lod/y images Disagreement over both political and management The Butler Education Act of 1944 established the control of schools was certainly not a new issue. Indeed. Ministry of Education, headed by a single minister there had been many significant changes over the responsible for education policy and delivering state previcus 150 years. Since 1833, when British govern- education through LEA-funded schools. The most signif- ments first took a role in the provision of education, icant change in the following 50 years was the introduc- through financialgrants to support the work of voluntary tion of comprehensive as against 'selective") schools bodies including churches), there had been a progres from the mid-1960s. By 2005, about 93 per cent of sive involvement of the state in policy, funding and the English schoolchildren attended the state-funded school management of education in the UK. From 1870, system. This was financed from national taxation and elementary education became compulsory and partially was free between the ages of three and 18 state-funded. The Balfour Education Act of 1902 In January 2015, there were 20,200 state funded created Local Education Authorities (LEAs). The act schools (16,800 primary and 3400 secondary) in allowed for all schools. including religious denomina. England and Wales educating some 7.7 milion pupils tional schools, to be funded by the LEA through local (4.5 milion primary and 3.2 million secondary). There taxation, were five main types of state-funded school in England This case was prepared by Kevan Scholes, Emeritus Protessor of Strategic Managemest at Sheffield Business School ha as a basis for class discussion and nat as an lustration of good or bad management practice. Copyright Kevan Scholes 2016. Not to be sepraduced or quoted without permission Academies and Free Schools: the future of education? ST blic sector continues to face dilemmas as to how far strategic management should be centralised or rved. This case looks at one example-the extension of devolved control of schools in England and s through the creation of Academies and Free Schools. But the principles and issues involved in this would apply to many other public services and private-sector organisations. We want everyone to have a chance to succeed, and education is the best way of ensuring that. This means chools with strong standards and discipline. It als means giving head teachers the freedom to run their own schools with the ability to set their own curric and pay their staff properly. Academy schools were created to do exactly that....I want teachers, not bureauerats, deciding how best to educate our This was the British Prime Minister, David Cameron, speakne in August 2015, ioO days after his general election victory. This folowed a period of five years in coalition governmment when controversial changes had been introduced to turn most schools into Academies and to establish Free Schools, Both Academies and Free Schools received state funding but were semi-independent and outside local authority control.2 City of London Academy School, London Source VIEW Pictures Lod/y images Disagreement over both political and management The Butler Education Act of 1944 established the control of schools was certainly not a new issue. Indeed. Ministry of Education, headed by a single minister there had been many significant changes over the responsible for education policy and delivering state previcus 150 years. Since 1833, when British govern- education through LEA-funded schools. The most signif- ments first took a role in the provision of education, icant change in the following 50 years was the introduc- through financialgrants to support the work of voluntary tion of comprehensive as against 'selective") schools bodies including churches), there had been a progres from the mid-1960s. By 2005, about 93 per cent of sive involvement of the state in policy, funding and the English schoolchildren attended the state-funded school management of education in the UK. From 1870, system. This was financed from national taxation and elementary education became compulsory and partially was free between the ages of three and 18 state-funded. The Balfour Education Act of 1902 In January 2015, there were 20,200 state funded created Local Education Authorities (LEAs). The act schools (16,800 primary and 3400 secondary) in allowed for all schools. including religious denomina. England and Wales educating some 7.7 milion pupils tional schools, to be funded by the LEA through local (4.5 milion primary and 3.2 million secondary). There taxation, were five main types of state-funded school in England This case was prepared by Kevan Scholes, Emeritus Protessor of Strategic Managemest at Sheffield Business School ha as a basis for class discussion and nat as an lustration of good or bad management practice. Copyright Kevan Scholes 2016. Not to be sepraduced or quoted without permission
