A few years ago, on my old blog, I expressed my views about education policy. Specifically, I was annoyed by politicians constantly meddling with structures when it is the substance of education that is the major issue. I hoped for better education ministers.
Since then, I’ve changed my mind about structures. I still think ministers would do well to focus on substance, but I now see substance as something well defined and specific. To understand what I mean, imagine that the English phonics check had instead involved ministers asking the sector to develop an ‘early literacy assessment’. The latter is the sort of policy we are more used to in education and it can be captured by the ideological priorities of various players. The former is more tightly defined and makes better policy.
So, what about the structures?
Over recent years, education in the UK, US and Australia has undergone…
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