Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/30964
Title: An appraisal of British government policy on funding education for racial equality, with particular focus on developments from Section Eleven of the Local Government Act of 1966 to the Ethnic Minority Achievement Grant of the Standards Fund of 1999
Authors: McFarlane, Graham Martin.
Award date: 2000
Presented at: University of Leicester
Abstract: This research focuses on a historical review of British Government Policy funding for race equality in education, from the 1994 Education Act to the present day. The research identifies the major factors affecting policies on funding for race equality at three levels. First, central Government, including general political and education decision making departments secondly, actions pursued by local education authorities and thirdly, policies pursued by unions, national organisations, schools and local communities. The research investigates policy papers, national and local guidelines and perceptions of, and by, the key stakeholders in the provision of resources and delivery of services. Structured interviews with key stakeholders provide insights into the development, or lack of development, in providing racial equality within British society. A specific focus within this overview is the impact of Section Eleven of the Local Government Act of 1966. A multi-method approach is adopted for the research, including a scrutiny of all relevant policy documentation and a focus on one particular education authority (viz. Old Shire LEA, which then split into New Shires LEA and New Unitary LEA). Data is both qualitative and quantitative. The qualitative data collection is through structures interviews with stakeholders across Government, local education authority, unions and national organisation representatives, schools personnel, including parents, and the wider local community to gain an analysis of the perception of Section Eleven in the area of race equality. The quantitative data focuses on the LEA survey on Section Eleven issues conducted in 1995-96 as a base for analysis. Select follow up interviews in 1996 and 1999 offer insights into the governmental policy move from Section 11 to EMAG (The Ethnic Minority Achievement Grant). The study concludes by offering recommendations for future developments and incorporates the key perceptions from all stakeholders.
Links: http://hdl.handle.net/2381/30964
Type: Thesis
Level: Doctoral
Qualification: PhD
Rights: Copyright © the author. All rights reserved.
Appears in Collections:Theses, School of Education
Leicester Theses

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