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|Title:||Education reform ; working towards quality music service provision - Volume 1|
|Authors:||Haughton, James Francis.|
|Presented at:||University of Leicester|
|Abstract:||Sexton (1987) asserted that standards in education could most effectively be raised through responsiveness to customers and competition within the market-place. It has also been argued that the quality of educational provision could be raised using the same mechanisms. The Education Reform Act 1988, and the Education Act 1993 effectively paved the way for the development of a market for education. This market extends to all mainstream educational organisations including non-statutory services such as Local Education Authority maintained Music Services.;This research project examines the extent to which the Education Reform Act 1988 and the Education Act 1993 have affected the quality of Music Service provision. Chapter 1 describes the context of this research project, and Chapter 2 examines literature relating to a range of issues which have had significant bearing on the quality of Music Service provision in recent years. These issues include the Conservative Administration's (1979-1997) objectives to reduce and decentralise public expenditure, which subsequently had considerable impact on employment practice. In response to this, the notions of professionalism, proletarianization and casualization are explored in some depth. Chapter 2 continues with a review of literature relating to the management of quality, which is fundamental to survival within a competitive environment, and it concludes with a brief history of Music Service provision in England and Wales.;Chapter 3 details the research methods employed in this project.;The conclusions, presented in Chapter 5, demonstrate that Music Service funding has been reduced or withdrawn in recent years. It is argued that this has resulted in staffing economies and efficiencies which include increased workloads for full-time staff, and an increase in the use of part-time, sessional and 'unqualified' staff. This may mean that actual standards of attainment are unwittingly depressed, particularly where pupils receive short lessons in large groups with staff who may have no formal qualifications in pedagogy, and in some cases fell little commitment due to relatively poor conditions of service.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Theses, School of Education|
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