Industrial relations in education : transforming the school by Bob Carter; Howard Stevenson; Rowena Passy

By Bob Carter; Howard Stevenson; Rowena Passy

Lecturers' paintings and instructor unions: the worldwide context -- remodeling the college staff in England: the line to remodelling -- examine equipment: approaches, concerns and implications -- surroundings the time table: the emergence and importance of 'social partnership' on the nationwide point -- commercial family members in transition: the altering function of neighborhood specialists -- remodeling the first college group -- group remodelling in secondary faculties: in the direction of prolonged, dependable administration -- staff remodelling: reworking educating? -- commercial relatives and exchange union renewal, rapprochement or resistance

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Local authority level—we identify our three case study local authorities (LAs) throughout as City, Shire and London Borough. Quotations from LA interviewees are identified by the interviewee’s role, followed by their LA. Unions have different terms for the official who represents the union at LA-level meetings and negotiations, and we refer to these throughout as Branch Secretary. It is also worth noting that several teacher unions refer to their local branches as local associations, and these terms can be considered interchangeable throughout.

This chapter reflects on how this context impacted on the ways in which the project changed and developed over its two-year lifetime. In doing so the rationale for the research and the difficulties encountered during the fieldwork are discussed, and an account of the theoretical framework for the data analysis is developed. RESEARCH DESIGN As outlined in Chapter 1, the principal aim of the research was to explore how teacher trade unions have engaged with workforce reform and within this to investigate, on the one hand, the ways in which teacher trade unions have been involved with the process of workforce remodelling and on the other, the ways in which trade unions themselves have been shaped by the remodelling policy agenda.

The report proposed a programme of reforms to address both constituencies, including the transfer of routine administrative work and some pastoral duties to support staff, and guaranteed time for teachers to plan and Transforming the School Workforce in England 31 prepare. Amongst other recommendations were that ‘the government and the main relevant bodies should seek to reach a common understanding over the main objectives’ and that together they should: monitor the programme, ensure its effectiveness and ensure sufficient early momentum, as part of the overall drive to transform schools.

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