Corruption and Abuse of Power in Educational Administration

Corruption and abuse of power in educational administration in K–12 and higher education institutions are important, though neglected, research topics. As such, they might rightfully be termed our profession's dirty little secrets. This article begins to uncover the range, if not the depth, of such corruption and abuse of power. It represents an initial ethnology of the topic. Examples are taken from several countries, most notably Mexico, China, and the United States, and discussion revolves around the relation between corruption and hierarchical, pyramidal bureaucracies.     

Work‐related learning for students with significant learning difficulties: relevance and reality

The 14–19 proposals brought work‐related learning to the forefront of educational policy. We look at how the tenets, which underpin them, can be interpreted and applied for students with significant learning difficulties. We examine the nature of vocational or work‐related learning for students with severe and or profound and multiple learning difficulties as currently reported by schools in England. Its relevance for this group of learners is discussed in the light of the proposals and we consider the reality of current practice in relation to the slippery concept of vocational learning. Finally, we reflect on important recent policy commitments relevant to our research, but published after its completion, outlined in the White Paper 14–19 education and skills. We note and welcome its explicit consideration of the needs of students with significant learning difficulties. At the same time we remain concerned and perturbed about its affirmation of educational aims that are narrowly conceived in relation to an economic imperative.