A STUDY ON THE CONTINUITY AND DISCONTINUITY OF THE EDUCATION POLICY IN THATCTHER'S AND BLAIR'S GOVERNMENTS IN ENGLAND

英国撒切尔政府和布莱尔政府虽然在教育政策上有着相同的框架，但在教育政策及其实践上存在着根本的差异。这是一个框架，被认证者称为“质量保证状态-QAS”，它使用市场机制、学校选择、学校标准和测试的可持续管理、检查以及多样化的供应商。然而，撒切尔领导下的QAS打算通过家长的选择从市场上淘汰最弱的学校。结果旨在为父母提供信息。相反，布莱尔领导下的QAS一直致力于提高标准，建立一个终身学习的社会，利用这些结果作为教育行政部门或中央政府干预学校消极方面的原因。同时，学校选择或市场机制被认为是让少数群体发声的触发因素。如果父母对子女的教育有更多的了解，他们可能会成为有兴趣和责任的利益相关者。此外，布莱尔第一届政府推出了“公民教育”，以建立一个终身学习的社会。这一点没有得到很好的理解。人人享有平等机会是一个目标，因此，文化和族裔差异必须得到尊重，并被视为其本身的权利。这是一个新的挑战。然而，由于布莱尔政府希望看到一个英才社会的发展，有很大的争论，什么是教育和谁是受过良好教育的。这些问题现在需要进一步研究。

THERE ARE BASIC DIFFERENCES IN EDUCATIONAL POLICY AND ITS PURPOSES BETWEEN TATHCHER'S AND BLAIR'S GOVERNMENTS IN ENGLAND, EVEN THOUGH THEY SHARE THE SAME FRAMEWORK. IT IS THE FRAMEWORK, THE INVESTIGATORS CALL "QUALITY ASSURANCE STATE--QAS", THAT USES MARKET MECHANISMS, SCHOOL CHOICE, LOCAL MANAGEMENT OF SCHOOL STANDARDS AND TEST, AND INSPECTION AS WELL AS DIVERSIFIED PROVIDERS. HOWEVER, QAS UNDER THATCHER WAS INTENDED TO GET RID OF THE WEAKEST SCHOOL FROM THE MARKET BY USING PARENTAL CHOICE. THE RESULTS WERE TO PROVIDE INFORMATION TO PARENTS. ON THE CONTRARY, QAS UNDER BLAIR HAS BEEN WORKING TO RAISE STANDARDS AND TO BUILD A LIFE LONG LEARNING SOCIETY USING THE RESULTS AS THE REASONS OF INTERVENTIION OF LOCAL EDUCATION AUTHORITY OR CENTRAL GOVERNMENT TO TAKE A REMEDY TO THE NEGATIVE ASPECTS OF SCHOOL. AT THE SAME TIME, SCHOOL CHOICE OR MARKET MECHANISMS ARE RECONGNISED AS THE TRIGER TO GIVE THE VOICE TO MINORITIES. IF PARENTS BECOME MORE AWARE OF THEIR CHILDRENS' EDUCATION, THEY MIGHT PLAY AS STAKEFOLDERS WITH INTERESTS AND RESPONSIBILITIES.FURTHERMORE, THE BLAIR FIRST GOVERNMENT INTRODUCED "CITIZENSHIP EDUCATION" IN ORDER TO BUILD A LIFE LONG LEARNING SOCIETY. THIS POINT IS NOT WELL UNDERSTOOD. EQUAL ACCESS FOR EVERYONE IS A TARGET, SO CULTURAL AND ETHNIC DIFFERENCES HAVE TO BE RESPECTED AND RECOGNISED AS ITS OWN RIGHT. IT IS A NEW CHALLENGE.HOWEVER, SINCE THE BLAIR GOVERNMENT WANTS TO SEE DEVELOPMENT OF A MERITCRACY SOCIETY, THERE ARE BIG ARGUMENTS OVER WHAT COUNTS AS EDUCATION AND AS WHO ARE WELL EDUCATED. THESE ISSUES NOW NEED A FURTHER RESEARCH.