Curriculum deregulation in England and Scotland: Different directions of travel?

Leat, D., Livingston, K. and Priestley, M. (2013) Curriculum deregulation in England and Scotland: Different directions of travel? In: Kuiper, W. and Berkvens, J. (eds.) Balancing Curriculum Regulation and Freedom across Europe. Series: CIDREE Yearbook 2013. Consortium of Institutions for Development and Research in Education in Europe: Enschede, Netherlands, pp. 229-248. ISBN 9789032923365

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Abstract

This chapter explores the balance in curricular policy between input regulation (for example prescription of content) and output regulation (for example accountability mechanisms). The chapter draws upon two case studies, England and Scotland, which have adopted diverging approaches to curriculum regulation, identifying the current balance in each country between input and output regulation. Drawing upon an ecological understanding of teacher agency, the chapter is concluded with an analysis of the extent to which England and Scotland are centralized or decentralized systems, and the relative freedom of teachers in each case to engage in school-based curriculum development.

Item Type:Book Sections
Status:Published
Glasgow Author(s) Enlighten ID:Leat, Prof David and Livingston, Professor Kay and Priestley, Dr Mark
Authors: Leat, D., Livingston, K., and Priestley, M.
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
Publisher:Consortium of Institutions for Development and Research in Education in Europe
ISBN:9789032923365

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