Comparing England, Scotland, Wales and Northern Ireland: The case for 'home internationals' in comparative research

Raffe, David; Brannen, Karen; Croxford, Linda; Martin, Chris

doi:10.1080/03050069928044

Cited by 99 publications

(60 citation statements)

References 14 publications

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“…Standard Grades are similar to the General Certificates of Secondary Education (GCSEs) which are the standard qualifications in other parts of the UK. Raffe, Brannen, Croxford, and Martin (1999) asserted that Standard Grades performed similar roles to GCSEs as the main predictor of post-age 16 destinations in education, and were also valued in the labour market. Therefore, we consider that school Standard Grade outcomes are worthy of detailed sociological examination.…”

Section: Introductionmentioning

confidence: 99%

“…There were over 30 different Standard Grade subjects. Each pupil usually undertook a maximum of seven or eight individual Standard Grade subjects, and each subject was awarded a grade on a seven-point scale (Raffe et al, 1999). The ungrouped and subject-based nature of the qualifications coupled with the grading scheme meant that there was no single recognised overall measure of Standard Grade attainment.…”

Section: Introductionmentioning

confidence: 99%

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Parental socioeconomic influences on filial educational outcomes in Scotland: patterns of school-level educational performance using administrative data

Playford¹,

Gayle

Connelly

et al. 2016

Contemporary Social Science

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In Britain there have been manifest changes in the management and organisation of education, but despite these developments there are still persistent inequalities in pupils’ educational outcomes. These inequalities are consequential because school qualifications are known to influence both pupils’ immediate continuation in education, and their later educational and occupational outcomes. The Scottish school system is similar to the system in England and Wales but there are a distinctive set of qualifications. From the mid-1980s until 2013 the final years of compulsory schooling led up to Standard Grade qualifications. Standard Grades were similar to the General Certificates of Secondary Education (GCSEs) and are worthy of detailed sociological examination because they were the first major branching point in the Scottish education system. A specialist dataset using administrative records was constructed for this project. The dataset comprises young people who undertook Standard Grades in Scottish schools between 2007 and 2011, who were members of the Scottish Longitudinal Study (SLS). We analyse pupils’ subject-area outcomes using a latent variable modelling approach, and explore characteristics associated with the membership of latent educational groups. The analyses uncovered four main latent educational groups. One group had very positive outcomes and pupils were generally more socially advantaged; another group had very poor outcomes and were generally more socially disadvantaged. There were two ‘middle’ groups, which both had similar moderate overall Standard Grade outcomes, but notably different subject-area-level outcomes. We conclude that during school hours these pupils are unlikely to be found drinking Iron Brew WKD in their local parks or at home playing on their Xbox; however, they are also unlikely to be filling out university application forms in the next couple of years

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Parental socioeconomic influences on filial educational outcomes in Scotland: patterns of school-level educational performance using administrative data

Playford¹,

Gayle

Connelly

et al. 2016

Contemporary Social Science

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“…In England, Scotland and Wales schools are administered by local authorities and those in Northern Ireland by education and library boards (see Raffe et al, 1999). The role of the local authority also varies between countries, with Scottish local authorities having more power and responsibility than those in England, largely as a result of neo-liberal, quasi-market reforms in England (see below).…”

Section: Legislative Policy and Administrative Decentralisationmentioning

confidence: 99%

“…Of significance in this context is that by 1994, prior to political devolution, for most fields of education, the Department for Education and Employment was responsible for England and relevant 'territorial' departments for Scotland (Scottish Office), Wales (Welsh Office) and Northern Ireland (Department of Education Northern Ireland) (see Raffe et al, 1999). …”

Section: United Kingdommentioning

confidence: 99%

Decentralisation and Educational Achievement in Germany and the UK

West

Allmendinger

Nikolai

et al. 2010

Environ Plann C Gov Policy

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We examine decentralisation in school-based education, with particular reference to two countries, Germany and the UK. The first section explores the notions of devolution and decentralisation. It examines different types of decentralisation and some of the ideas with which it is associated including, in education, improving educational standards. The second section considers the decentralisation of education in Germany and the UK. It examines the decentralisation of political authority, policies pursued at national and sub-national levels and the delegation of responsibilities to school level. It then compares achievement levels in the two case study countries and explores whether particular policies, pursued at sub-national levels, might be associated with differing levels of attainment. We argue that decentralisation in the field of education is multifaceted and complex, with different types of decentralisation co-existing. Our analysis suggests that certain policies, pursued as a result of decentralisation may be associated with different educational outcomes, but it is not possible to draw definitive conclusions particularly in light of the differing political, policy and socioeconomic contexts.

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“…Selbst im Rahmen britischer Forschungsprojekte wird Schottland (und teilweise auch Wales) vielfach nur eine geringe oder gar keine Beachtung geschenkt (Raffe, 1991, S. 4 7;Raffe et al, 1999a, S. 69;Raffe et al, 1999 b, S. 9 (Raffe, 1991;Raffe et al, 1999 a;Raffe et al, 1999 b, S. 18-22).…”

unclassified

Systemvarianten Beruflicher Qualifizierung: Eine Schottisch-Englische Vergleichs Skizze Im Zeichen Der Modularisierungsdebatte

Pilz¹,

Deißinger²

2001

Bildung und Erziehung

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Comparing England, Scotland, Wales and Northern Ireland: The case for 'home internationals' in comparative research

Cited by 99 publications

References 14 publications

Parental socioeconomic influences on filial educational outcomes in Scotland: patterns of school-level educational performance using administrative data

Parental socioeconomic influences on filial educational outcomes in Scotland: patterns of school-level educational performance using administrative data

Decentralisation and Educational Achievement in Germany and the UK

Systemvarianten Beruflicher Qualifizierung: Eine Schottisch-Englische Vergleichs Skizze Im Zeichen Der Modularisierungsdebatte

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