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

英国塔切尔政府和布莱尔政府在教育政策和教育目标上有根本的不同，尽管他们拥有相同的框架。调查人员称，正是这种框架，使用了市场机制、学校选择、学校标准和考试的地方管理、检查以及多样化的提供者。然而，撒切尔夫人领导下的QAS旨在通过家长选择将最弱的学校从市场中淘汰出来。结果是为家长提供了信息。相反，布莱尔领导下的QAS一直致力于提高标准，并以此为理由建立一个终身学习的社会，以此作为地方教育当局或中央政府干预学校负面方面的原因。与此同时，学校选择或市场机制被认为是赋予少数族裔话语权的引导者。如果父母更多地意识到孩子的教育，他们可能会扮演有兴趣的STAKEFOLDER和RESPONSIBILITIES。这一点还没有得到很好的理解。人人享有平等的机会是一个目标，因此文化和种族差异必须得到尊重，并被承认为其本身的权利。这是一个新的CHALLENGE.HOWEVER，因为布莱尔政府希望看到一个多元化社会的发展，关于什么是教育，什么是世卫组织受过良好教育，存在着巨大的争论。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.