Improvement of publicly funded education has long been part of governments’ more pressing mandates. With globalisation and recent economic issues, the pressure has intensified. This article canvasses the different legislative tactics employed in England to improve education delivery while reducing its cost. Two methods have been used in particular, control and cajole: successive governments have adopted a strategy of controlling the cost of education and cajoling teachers to improve student achievement. Similar sequences of events arising in both England and Canada are examined in order to highlight the distinct new course taken by the former in 2010. This paper presents examples of legislative management of education at a time when governments around the world are facing significant demands to reduce public expenditure while simultaneously increasing student achievement (as a way of preparing for the future).
In the late1970sthe Taylor Committee called for greater involvement by parents in the school system because of their status as important stakeholders: T. Taylor A New Partnership for Our Schools (London: hmso 1977) 3.8.
S. Fredman and G. Morris‘The Teachers’ Lesson: Collective Bargaining and the Courts’Industrial Law Journal16 (1987) 215–226at 217.