Download New Managerialism in Education: Commercialization, by Kathleen Lynch PDF

By Kathleen Lynch

This e-book examines the influence of neo-liberal reform at the conventional worrying ethos of public companies reminiscent of schooling, exploring how those reforms impact the appointment and stories of senior administration around the schooling quarter.

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Additional resources for New Managerialism in Education: Commercialization, Carelessness and Gender

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13 The implementation of OECD-initiated ‘reforms’ has resulted in dramatic changes in the governance, management and strategic planning of higher education institutions in recent years. The establishment of a Strategic Innovation Fund (SIF) that is awarded competitively is powerful mechanism for directing change. Individual institutions have to achieve internal reforms to gain funding from the SIF through the re-organisation of faculties and departments, the introduction of new internal management and resource allocation processes, the development of new management information systems and administrative streamlining.

The VEC schools also described the wider support structures that they gained from the national VEC system. Most of the secondary schools were in a process of change as religious bodies amalgamated or restructured schools, managing them through the establishment of boards of trustees and regional education offices. The one fee-paying school in the second-level sector had a long-established private support system. The socio-economic background of students in these schools varied, with four schools educating students from a mixed socio-economic background, one educating high numbers of students from a lower socio-economic background and two schools serving a middle-class student body.

While there have been significant shifts in the ownership and control of schools over the past 30 years, especially with the decline of religious personnel, the Irish State does not own most schools either at primary or at second level. The control exercised by the Catholic Church over Irish education has operated not only through its ownership and control over schools (Akenson, 1975; Hyland and Milne, 1992), but also through the wider moral monopoly it has exercised over cultural, social and political life (Inglis, 1987).

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