THE NEED FOR TAILORED LONG TERM PLANNING TO LOCAL CONTEXT

Education systems are complex and inter connected. Our research shows that localities and regions often have different needs and preferences, and many key stakeholders have highlighted the need for balance between centralised policy-making and a more place-based understanding of problems and solutions in order to ensure that all learners receive the best possible education.

FED is exploring ways of how this balance can be achieved by considering both the local context and the broader environment when making decisions about education. By doing so, we hope to show that educational policies can be tailored to meet the needs of regions while also taking into account national priorities.

Stakeholders agree that there should be a high level national long-term plan that sets the vision, goals and guiding principles for education in England. This should then be translated into locally-relevant plans across the country with clear lines as to which policies can be fully or partially devolved to a regional or local level.

Dr James Mannion, in his recent blog post 'How can we decouple education policy from the electoral cycle?', said of the issue:

'The fact that education policy so dependent on the short-termist thinking of the electoral cycle is absolutely ridiculous. There are too many people adversely affected by this limitation on our ability to create and maintain sensible policy to allow it to continue indefinitely.'

In his blog, James provides a possible solution to create a more agile system to respond to local context specific needs with the notion of Vertical Slice Policy Teams. At the FED we are further developing our preliminary blueprint for a long-term strategic planning framework for education. This blueprint serves as a starting point for further consultation, and we welcome all thinking that will help to move towards a long term planning framework in England. 

Two important inquires have been launched and we urge our members to contribute to them. The Education Select Committee have launched a new inquiry into persistent absence and support for disadvantaged pupils and the APPG for Schools, Learning and Assessment have launched an inquiry into assessment reform.