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Open Access Education policy and governance in England under the Coalition Government (2010–15): Academies, the pupil premium, and free early education

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This paper explores the governance of school-based and early education in England under the Conservative–Liberal Democrat Coalition Government (2010–15). It draws on three prominent Coalition policy areas – the academies programme, the pupil premium, and free part-time early education – and focuses on changes to the role played by central government in governance; in so doing, it also makes contrasts with Wales and Scotland. An analysis of the funding and regulatory framework reveals that the role of central government in England increased under the Coalition Government and that of local government declined. These changes to governance have served to centralize power on the one hand, and to facilitate and sustain markets in school-based and free early education on the other; the same cannot be said of governance in either Scotland or Wales, where democratically elected local government continues to play a highly significant role.

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Keywords: ACADEMIES; EARLY EDUCATION; FUNDING; GOVERNANCE; PUPIL PREMIUM; REGULATION

Document Type: Research Article

Publication date: 18 September 2015

More about this publication?
  • Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.

    Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.

    LRE welcomes relevant articles and book reviews. Please email them to [email protected]

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