The Implementation by School Teachers of ROSLA Proposals in a Situation of Economic Retrenchment - an Example of the Relationship Between Policy and Practice

The thesis examines the implementation of a government policy, the programme to raise the school leaving age which came into effect in 1973. The research is focused on the work of teachers in two case study schools in the same local authority. The findings from this investigation are placed in the wider context of the process by which a policy becomes practice,
The study covers three main areas. The first identifies the key factors in earlier attempts to raise the school leaving age. The initial formulation of the ROSLA policy proposals in the Newson Report is then examined in the light of these previously argued factors.
Secondly, the implementation of ROSLA policy within a local authority is studied, particularly with regard to the relationship between policy and expenditure. A case study of Council budgeting during a period of economic retrenchment is used to highlight the priority accorded to the ROSLA programme by the local authority. The effect of the teachers’ unions in the formation of priorities during the period is also examined.
The third area of study is that of the implementation of ROSLA within the school. This work is based on the findings of a participant observation of school teachers throughout a two year period. The work of the Schools Council in translating the Newsom proposals into practical teaching projects is reviewed before the impact of these projects on the two schools is considered.
Finally the study concentrates on the detailed analysis on the work of formulating ROSLA programmes done by the teachers themselves. The study demonstrates the central position held by school teachers in the implementation of educational reform in this country. It also suggests possible explanations for the divergence between original reform proposals and subsequent educational practice.