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Pring, Richard – Oxford Review of Education, 2019
The United Arab Emirates (UAE) is making it a requirement of all schools within the Emirates (both public and private) to follow a programme of moral education (MEP), at all ages from grades 1 to 13, which is designed centrally. Explicitly secular and humanist in its approach, this is a remarkable development in a country where Islam is the…
Descriptors: Moral Values, Ethical Instruction, Foreign Countries, Educational Policy
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Pring, Richard – Oxford Review of Education, 2018
The paper provides an historical but critical context for examining the relation of the pursuit of greater equality in schooling to the development of curriculum. This requires a brief account of what one means by the principle of equality, before showing the different ways in which there have been curriculum responses underpinned by philosophical…
Descriptors: Social Justice, Debate, Curriculum Development, Politics of Education
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Pring, Richard – Oxford Review of Education, 2012
Both the language of performance management and the target-setting culture of our schools lead to a "depersonalisation" of education--a failure to respect young learners as persons. They become a "means" to some further non-educational "end". John Macmurray challenged this depersonalisation in terms not only of its impoverished educational…
Descriptors: Humanism, Humanistic Education, Language Usage, Educational Philosophy
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Pring, Richard – Oxford Review of Education, 2008
Developing a coherent 14-19 phase of education and training has been a major feature of the last ten years of the Labour government. This has been the case, too, of the Welsh Assembly Government since its establishment in 1999 with its separate education policy and arrangement. The English "project" might be characterised by (i) a more…
Descriptors: Holistic Approach, Vocational Education, Postsecondary Education, Delivery Systems
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Pring, Richard – Oxford Review of Education, 2008
The arguments at Oxford about the start of teacher education within the University have been repeated many times and in many ways, not least in the 1972 James Committee. The strong advocacy there for much greater attention to, and investment in, continuing professional development may not have won the day in England, but, through the influence of…
Descriptors: Professional Development, Foreign Countries, Teacher Education, Continuing Education
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Pring, Richard – Oxford Review of Education, 2005
The paper, first, outlines the official policy regarding education and training 14-19, second, picks out five areas within which that policy might be assessed, and, finally, raises questions about the educational thinking which underlies the policy.
Descriptors: Educational Policy, Foreign Countries, Social Integration, Policy Formation
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Pring, Richard – Oxford Review of Education, 2004
The government, through several White and Green Papers, has promoted the 'Skills Revolution'. This requires central direction and coordination of a wide range of policies, practices and partnerships. But there are several difficulties: the impossibility of micromanaging the complex social and economic system; the dominance of the rather limited…
Descriptors: Educational Policy, Partnerships in Education, Foreign Countries, Skill Development