Research On Policy Of Weak Schools Improvement In The UK

In the content of international educational reform, each country in persuit of education equality and high quality educantion has made education one of the key issues. Education has become the policy foundation of the nation's public services of new Labour government. The policy of weak schools improvement in the UK has drawn many countries' attention. From the persperctive of police analisis, the thesis mainly explores why the policy text is introduced, give brief description of the policy including the programmes of "Education Action Zones" (EAZ) and "Excellence in Cities"(EiC), deeply analyze effeciency of the policy, and sum up good experience. Finally, the thesis ends with some good advice to the reform of weak schools in China.Part One analyzes the reasons why the weak schools are being improved in the UK. In the world, the waves of educational reform characterized by persuit of high quality education and educational equity are spreading. In the UK, in order to win the public support. Blair government is carrying out some new policies, which attach importance on education, especially weak schools improvement. Apart from that, the situation that the development of foundmental education is off balance has become the most direct reason why the weak schools need to be improved.Part Two gives the statement on the policy text and the effeciency of the practice. The government of the UK has been paying their attention to the development of schools facing challenging circumstances. The policies were not put in action until the time when the program of "EAZ"in fall of 1998 employed as the way to improve the weak schools in disadvantaged areas, and the program of "EiC" in March of 1999 in order to improve the inner city schools were unveiled. The policies give accurate rules over the choice standards of weak schools, fund management and support force. Based on the analysis of the policies, the effeciency of practice is evaluated accoding to the students' rate of attendance and the academic achievement.Part Three concentrates on the summary of experience about the improving policy for British weak schools. In macroscopic, the government strenghthens the support for weak schools; in mediumscopic, social, community and school materials are effectively combined; in microscopic, weak schools make every effort to develop independently. Part Four analyzes current situation of weak schools in our country, and borrow good experience from the UK, then put forward countermeasures that are used to improve weak schools in China.