Preface 1 Introduction by Richard Steer and Frank Coffield 2 The UK government's model of public service reform by Frank Coffield and Richard Steer 3 Understanding the limits of top-down management: literacy policy as a telling case by Gemma Moss 4 Market incentives in schools by Rebecca Allen and Anna Vignoles 5 Parental voice in education by Carol Vincent 6 Capability and capacity: remodelling the workforce by Frank Coffield 7 Improving the quality of the education system by Frank Coffield
At the time of publication, Frank Coffield was Professor of Education at the Institute of Education, University of London, having previously worked in the Universities of Newcastle, Durham and Keele. Earlier, he taught in a comprehensive school, an approved school and Jordanhill College of Education in Scotland. He was Director of the ESRC's research programme into The Learning Society from 1994 to 2000, and edited four reports and two volumes of findings from the programme. At the time of publication, Richard Steer was a Research Officer at the Institute of Education, University of London. He had been at the Institute for three years, working on an ESRC Teaching and Learning Research Programme project looking at `The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector'. His main interests are in post-compulsory education and training policies, governance and social inclusion. At the time of publication Rebecca Allen was a PhD student in the Centre for Economics of Education, Institute of Education, University of London. Her thesis was entitled `Choice-based secondary school admissions in England: social stratification and the distribution of educational outcomes'. Before returning to full-time study, Becky was a secondary school economics teacher in a London comprehensive. Anna Vignoles is Professor of Economics of Education at the Institute of Education, University of London. Her research interests include education and the economic value of school. She has been an adviser to both HM Treasury and the Sector Skills Development Agency, and has undertaken extensive research for the Department for Education and Skills. Gemma Moss is Professor of Education at the Institute of Education, University of London. She specialises in the study of literacy policy, gender and literacy, and children's informal literacy practices and their relationship to the school curriculum. She has held a succession of research grants from the ESRC on these topics. Carol Vincent is Professor of Education at the Institute of Education, University of London. Her research interests include social justice, social class, parents' relations with childcare and education providers, and markets in education and care, and she has written extensively on these topics.