Characteristics Of School Policies In The United Kingdom Study

Taking policy analyze as the methodology framework, this thesis mainly explores the policy background of the Specialist School Programme (SSP). The text of the policy is introduced, and the progress and outcomes of the policy are analyzed. Based on these, the policy is evaluated, and the thesis ends with some advice to the education policy in China.The British Labour Government sets out the aims of transforming secondary education: raising standards, promoting schools to be centers of excellence and creating an environment where every pupil could enjoy learning and achieve their potential. The SSP, which began in 1994, forms a cornerstone of the Labour Government's policy for secondary education. The SSP helps schools, in partnership with private sector sponsors and supported by additional Government funding, to establish distinctive identities through their chosen specialisms and achieve their targets to raise standards. Specialist schools have a special focus on their chosen subject area but must meet the national curriculum requirements and deliver a broad and balanced education to all pupils. Any maintained secondary school in England can apply to be designated as a specialist school in one often specialist areas: arts, business & enterprise, engineering, humanities, language, mathematics & computing, music, science, sports, and technology. Schools can also combine any two specialisms. The Government set out a long-term vision that all secondary schools would become specialist schools. There are currently 1,686 specialist schools which taking up over 50% of secondary schools in England.Five parts form the thesis. In chapter one, the backgrounds of the SSP are analyzed from three angles: the evaluation of educational policy since Thatcher Government, decreasing of English public school's quality and raising standards, and basic educational reform by school diversification. In chapter two, the formation and evolvement of the SSP are introduced, together with the main contents of the SSP. In chapter three, the implements of the SSP are discussed. Some effects and experiences are drawn. In chapter four, the SSP are evaluated from personalized learning, the competition & cooperation between schools, and transmitting good experiences to community. In chapter five, the excellent experiences of the SSP are concluded, and some advices are given to the education policy in China. The government should carry out the policy of the SSP. Keeping equity and increasing quality are important in school improvement. Schools should make good cooperation with the community.