Learning from initiatives in other nations of the UK Ian Menter UCET Conference 2011

Whats it all about? In the cases of Scotland and Wales, historical differences have been played out in relation to the direction of state and political development during the last 30 years. Not only has this included the resistance and mediation of Thatcherite new public management reforms, but also of New Labours more adaptive neo-liberal versions. Viewed historically from the 1970s onwards, it is England that changed while Wales and Scotland held a steadier course, retaining the features of a Keynesian post-war settlement that fitted with their core values. Furthermore, from a wider European perspective England, despite its dominance within the UK, could be seen as the neo-liberal deviant and Scotland and Wales as more mainstream. (Spours, 2011: 132)

Disunited Education in United Kingdom ESCalate and the four nations Devolution A natural laboratory – but who for? Divergence and convergence

Teacher education research The TEG bibliography:

Teacher education policy The Importance of Teaching Teaching Scotlands Future

CAPeR UK 1) the significant influence of national culture and identity on the formation of the curriculum and responses to enhanced opportunities for greater divergence post- devolution; (2) the composition of the policy communities engaged in curriculum reform in the different national contexts; and (3) the recent history of teachers involvement in curriculum inquiry and the capacity of schools and teachers to engage in collaborative inquiry-based innovation.

Post-Compulsory Education… Post-Compulsory Education and Lifelong learning across the United Kingdom – Policy, organisation and governance. by Hodgson, A., Spours, K. and Waring, M. (2011) London: Institute of Education

One big point…. ?