A STUDY OF THE POLICY OF BUILDING OF LOCAL LEARNING

为了达到研究目的，笔者进行了研究。首先，他主要以书面文件和资料为基础，分析了工党政府所倡导的特殊中学的一种新功能，即利用特殊学校的优秀教育资源，帮助其他中小学和社区提高教育质量。这一功能被称为“社区层面”，政府在筛选专科学校地位的申请时特别重视这方面。其次，作者在1999年对所有存在的特殊中学进行了问卷调查。学校总数为362所。研究时间为1999年9月和10月。152所学校的校长和其他人员已经归还了调查问卷。因此，收益率为41.9%。调查结果可概括如下：特殊学校正积极开放资源，以配合政策的转变，强调社区层面。但是在为当地其他学校提供的服务中，大多数是为小学提供服务，而只有大约60%的学校为其他中学提供服务。这意味着他们在帮助与他们在教育市场上竞争的中学方面相对迟缓。这与在社区维度发展中存在的问题中，较多的家长选择“中学参与率低”有关。虽然存在一些问题，但专科中学正在努力构建本地学习网络，加强社区维度。由此可见，工党政府的地方学习网络建设一直在稳步推进

The author carried out the research to achieve the research aims as follows.First, basing on mainly written documents and materials he analyzed the emphasis on a new function of specialist secondary schools advocated by the Labour government, The function is to help other primary, secondary schools and the community in improving quality of education by utilizing excellent educational resources of specialist schools. This function has become to be called 'community dimension' and the government has placed special importance on this aspect in screening the application for the specialist school status.Second, the author carried out a questionnaire survey by mail to all the specialist secondary schools existed in 1999. The total number of schools is 362. The period of research was in September and October 1999. Head teachers and others of 152 schools have returned the questionnaire. Thus the return rate was 41.9 percent.The findings of the survey can be summarized as follows: The specialist schools are trying to open up their resources positively in meeting the change of policy to stress the community dimension. But in the service to other schools in the local area the majority are providing it to primary schools while only about 60 percent are doing so to other secondary schools. This means that they are relatively slow to help secondary schools with which they have been competing in the education market. This is related to that in opinions of problems in developing community dimension relatively many heads chose 'the low rate of participation on the part of secondary schools.' Although there are several problems, the specialist secondary schools are making great efforts in building the local learning network to strengthen the community dimension. Thus it can be concluded that the building of the local learning network by the Labour government has been steadily developing