Stephen Gorard
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447342144
- eISBN:
- 9781447342212
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447342144.003.0011
- Subject:
- Education, Educational Policy and Politics
This chapter considers the reported shortages of scientists and school teachers in the United Kingdom. STEM (science, technology, engineering and mathematics) subjects, students, and teachers occupy ...
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This chapter considers the reported shortages of scientists and school teachers in the United Kingdom. STEM (science, technology, engineering and mathematics) subjects, students, and teachers occupy a privileged position in UK government education policy because of their economic importance, but are in short supply and/or reducing in proportion to the number of available opportunities. As with scientists, there appears to be a constant demand for more teachers in the United Kingdom and other developed countries. This chapter shows that whereas UK public spending has declined in real terms since the economic downturn of 2008 onwards, one area where policy-makers have claimed that spending has been sustained and even increased is encouraging the supply of new STEM graduates. The UK government proposals to develop the nation's scientific skills base largely lie in increasing the supply of young people into the STEM professions. Similarly, a whole range of policy initiatives have been proposed and tried to increase the supply of teachers. This chapter shows, however, the issue of shortages has yet to be effectively addressed.Less
This chapter considers the reported shortages of scientists and school teachers in the United Kingdom. STEM (science, technology, engineering and mathematics) subjects, students, and teachers occupy a privileged position in UK government education policy because of their economic importance, but are in short supply and/or reducing in proportion to the number of available opportunities. As with scientists, there appears to be a constant demand for more teachers in the United Kingdom and other developed countries. This chapter shows that whereas UK public spending has declined in real terms since the economic downturn of 2008 onwards, one area where policy-makers have claimed that spending has been sustained and even increased is encouraging the supply of new STEM graduates. The UK government proposals to develop the nation's scientific skills base largely lie in increasing the supply of young people into the STEM professions. Similarly, a whole range of policy initiatives have been proposed and tried to increase the supply of teachers. This chapter shows, however, the issue of shortages has yet to be effectively addressed.
Colin Latimer
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780199231256
- eISBN:
- 9780191710803
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199231256.003.0013
- Subject:
- Mathematics, History of Mathematics
The modern era in Japan is normally considered as beginning in 1868 when the feudal age, or Edo era, finally ended. The Emperor Meiji declared the restoration of Imperial rule in January 1868 (the ...
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The modern era in Japan is normally considered as beginning in 1868 when the feudal age, or Edo era, finally ended. The Emperor Meiji declared the restoration of Imperial rule in January 1868 (the Meiji restoration) and he and his entourage transferred the capital from Kyoto to Edo / Tokyo (Edo was renamed Tokyo) in September 1868. The new and globally ambitious Meiji government quickly realized the importance of science and technology. A major problem was the shortage of teachers capable of teaching advanced courses. So Japanese sought Kelvin's involvement in the appointment of teaching staff. This chapter discusses Kelvin's protégés in Tokyo and Japanese scholars in Glasgow.Less
The modern era in Japan is normally considered as beginning in 1868 when the feudal age, or Edo era, finally ended. The Emperor Meiji declared the restoration of Imperial rule in January 1868 (the Meiji restoration) and he and his entourage transferred the capital from Kyoto to Edo / Tokyo (Edo was renamed Tokyo) in September 1868. The new and globally ambitious Meiji government quickly realized the importance of science and technology. A major problem was the shortage of teachers capable of teaching advanced courses. So Japanese sought Kelvin's involvement in the appointment of teaching staff. This chapter discusses Kelvin's protégés in Tokyo and Japanese scholars in Glasgow.
Zukiswa Kota, Monica Hendricks, Eric Matambo, and Vinothan Naidoo
- Published in print:
- 2018
- Published Online:
- November 2018
- ISBN:
- 9780198824053
- eISBN:
- 9780191862748
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198824053.003.0005
- Subject:
- Economics and Finance, Development, Growth, and Environmental
This chapter examines the politics and governance of education policy and delivery in South Africa’s Eastern Cape province. The Eastern Cape experienced extensive governmental re-organization ...
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This chapter examines the politics and governance of education policy and delivery in South Africa’s Eastern Cape province. The Eastern Cape experienced extensive governmental re-organization following the country’s 1994 democratic transition. Over the subsequent two decades, governance under the incumbency of the African National Congress has been fraught with clientelistic conflict amongst a factionalized coalition of interests, which has severely hampered the delivery of key public services such as education. In this chapter, we describe how the province’s general governance characteristics and those in the education sector have impeded the growth of a rule-compliant, insulated and performance-driven bureaucracy. We illustrate how chronic leadership instability, political interference, and financial mismanagement in the Eastern Cape Department of Education have severely undermined the resourcing and oversight of the province’s public schooling system.Less
This chapter examines the politics and governance of education policy and delivery in South Africa’s Eastern Cape province. The Eastern Cape experienced extensive governmental re-organization following the country’s 1994 democratic transition. Over the subsequent two decades, governance under the incumbency of the African National Congress has been fraught with clientelistic conflict amongst a factionalized coalition of interests, which has severely hampered the delivery of key public services such as education. In this chapter, we describe how the province’s general governance characteristics and those in the education sector have impeded the growth of a rule-compliant, insulated and performance-driven bureaucracy. We illustrate how chronic leadership instability, political interference, and financial mismanagement in the Eastern Cape Department of Education have severely undermined the resourcing and oversight of the province’s public schooling system.
