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Public Policy Failure and Fiasco in Education: Perspectives on the British Examinations Crises of 2000-2002 and Other Episodes since 1975

William Richardson
Oxford Review of Education
Vol. 33, No. 2 (May, 2007), pp. 143-160
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20462327
Page Count: 18
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Public Policy Failure and Fiasco in Education: Perspectives on the British Examinations Crises of 2000-2002 and Other Episodes since 1975
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Abstract

In recent years there has been a re-appraisal within political science of the characteristics of various kinds of public policy failure. At the same time, the political significance of education has grown in most liberal democracies. The present paper examines public policy in British education since the mid-1970s and asks: What goes wrong in policy-making and when does manageable failure slide into full-scale crisis? Various episodes of policy are explored and set against the theoretical framework developed by Mark Bovens and Paul t'Hart in an attempt to distinguish those policies in recent British education that have been controversial, those that have been manageable failures and those that turned into disabling fiascos.

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