E-learning funding for schools: a policy paradox?
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Adrian Mee [1]
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[1] University of London
University of London
Reino Unido
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- Localización: British journal of educational technology, ISSN 0007-1013, Vol. 38, Nº. 1, 2007, págs. 63-71
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The rise in UK government funding for information and communications technologies (ICTs) since 1997 has created a large capital infrastructure, which schools are required to support with their own funds. Simultaneously, both nationally and internationally, the model of self-managing schools gathers momentum. In the UK, the government supports the key principle of local management of schools, which points towards the leadership team and governors as the body best placed to make decisions on how funding will support school improvement. The complexity of policy formation with respect to e-learning funding in schools is further compounded by the requirement to address the needs of a range of stakeholders in the state and commercial sectors.
This goal of this paper was to explore this potential paradox between centralised funding of school ICTs and local planning and decision-making. Five possible funding policy models were suggested and discussed, and key questions in relation to policy formation were identified.
