Le chardon et la rose: Visions divergentes de la scolarté commune en Angleterre et en Écosse = The thistle and the rose: two diverging visions of common schooling in England and Scotland

Britton, A. (2016) Le chardon et la rose: Visions divergentes de la scolarté commune en Angleterre et en Écosse = The thistle and the rose: two diverging visions of common schooling in England and Scotland. Revue Internationale d'éducation Sèvres, 73,

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Abstract

This article provides an overview of the historical reasons and political and constitutional contexts that have led England and Scotland to adopt very different approaches to common education. Since devolution in 1999, the two nations have diverged further in terms of social policy, and education policy in particular. In England, the system is marked by diversification, heterogeneity and and a reduced role for the state and local government. The curriculum is marked by a strong adhesion to core subjects and knowledge. In Scotland there remains a strong attachment to a mostly comprehensive and homogeneous model, where the State retains control of education and where the curriculum increasingly focuses on process, outcomes, ‘soft skills’ and interdisciplinary learning. Strong ideological forces underpin both these approaches to education, which will probably continue to diverge even more in the future.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Britton, Dr Alan
Authors: Britton, A.
College/School:College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
Journal Name:Revue Internationale d'éducation Sèvres
Publisher:Centre International d'Etudes Pedagogiques
ISSN:1254-4590

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