Scenarios for Leadership and Abandonment in the Transformation of Schools

Starting from developments at the turn of the century, this article describes how events in the early years of the new millennium lead to quite different outcomes for schools. Decisions in the next 5 years will determine which shall prevail. Scenarios are tested against a view of 'world class schools' that calls for a balance of enduring values in the classical formulation of liberty, equality and fraternity, the realisation of which depends on two contemporary values of efficiency and economic growth. Domains for leadership to 2020 and beyond are described. Peter Drucker's challenge to see 'abandonment' as an aspect of leadership is taken up.     

Higher Education as a System: The English Experience

With particular, although not exclusive, reference to England, this article explores the appropriateness of describing higher education as a system. It has two main purposes: to explore the grounds for labelling English higher education as a system and to argue that, because this is no longer an appropriate label, a different conceptualisation is required. The central argument is that the structure of higher education is formed through the interaction of the state, market and higher education institutions and is, therefore, a shifting political construct. Furthermore, it will be hypothesised that the English (indeed, the British) model of higher education is better described as an increasingly internally differentiated network of sectors rather than as a system.     

Fair use of electronic archives

Research Affiliate, Research Program on Communications Policy M.I.T., 254 Concord Ave, Cambridge, MA 02138     

Equality, Fairness and Rights – The Young Person's Voice

This article presents findings from a one–year research project undertaken by experienced researchers and practitioners from the University of Strathclyde. Eleven comprehensive schools in Scotland were involved and the aim of the study was to evaluate the effectiveness of in–school support systems for young people who display challenging behaviour. Pupil Support Bases (Pupil Referral Units) had been set up in most of the schools aimed at reducing exclusion rates and these were examined from the perspective of all stakeholders – teachers, parents, young people and key inter–agency personnel. The specific focus of this article is the views of the young people who, although often perceived as disruptive, disaffected and troubled, were surprisingly articulate. They had clear messages for all professionals and, in this article, Paul Hamill, Head of the Department of Educational Support and Guidance, and Brian Boyd, a Reader in the Language Education Department, ensure that their voices are heard.     

There's a monster in my house

Brian J. Stephenson writes fiction for and about young children, and he lives in Chicago, IL.