The challenges facing English schools in the journey to 2030, with a specific focus on London
By the end of the twentieth century, there was concern about the low levels of achievement in many English schools – particularly those in London – and this acted as a catalyst for change, a key remedial initiative being London Challenge. While there is much to celebrate about the improvements that have been made over almost two decades, the next decade presents a number of challenges that will have to be faced if the schools are to continue on their success trajectory to 2030. This article explores some of these challenges. Key must be an education master plan, particularly because of the uncertainties resulting from Brexit.
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Document Type: Research Article
Publication date: July 1, 2019
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- 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.
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