RESOURCE ALLOCATION IN ENGLISH EDUCATION—AN APPRAISAL OF THE DECISIONAL FRAMEWORK
| DOI | https://doi.org/10.1108/eb009798 |
| Pages | 200-211 |
| Date | 01 February 1978 |
| Published date | 01 February 1978 |
| Author | W.F. DENNISON |
| Subject Matter | Education |
THE JOURNAL OF EDUCATIONAL ADMINISTRATION
VOLUME XVI, NUMBER 2 OCTOBER, 1978
RESOURCE ALLOCATION IN ENGLISH EDUCATION—
AN APPRAISAL OF THE DECISIONAL FRAMEWORK
IRL(16.5)
W.F.
DENNISON
Four aspects of the decisional framework for resource allocation in English Education
are pursued: (i) The decision process is placed in the context of both its general importance
and its particular significance as the system is transformed from expansion to steady
state. (ii) The basic expenditure choices and the environment in which they are made
are discussed for the decentralised system, in terms of the numerous decision-makers
involved and the influences upon them. (iii) The availability and value of criteria to aid
the political choices that must be made—in particular objective economic indicators—
are considered. (iv) The disadvantages of the present framework, revealed mainly by recent
expenditure limitations, suggest that improvement is only possible if either central
government control is strengthened or alternatively local initiative is allowed to flourish.
INTRODUCTION
As a decentralised system English Education does not have a simple
decisional framework for resource allocation. Choices about total expen-
diture and its apportionment are spread among many autonomous
institutions. The article sets out to consider the important features of
this network—the participants, the influences upon them, the circum-
stances in which decisions are made, and the guidance available to
decision-makers. The present time is particularly appropriate for such
a consideration because with the total resource level static, any defects
in the framework become more important and more apparent.
THE RESOURCE DECISION PROCESS IN ENGLISH EDUCATION
As for all public education systems there probably never has been a
time with the participants within, and the observers of, the English system
were not concerned with the resources available to it, and the ways in
which these resources (human, physical and financial) were used. Even
the simplest considerations indicate that the issues of the number of
children to be taught by each teacher, the quantity of support materials
and services the individual teacher is able to use and the quality of the
educational buildings, are key factors in the development of the system.1
WILLIAM F. DENNISON is Lecturer in the School of Education, University of
Newcastle-Upon-Tyne. Formerly a school teacher and industrial manager with I.C.I. Ltd.,
Dr. Dennison holds the degrees of B.Sc. (Durham) and Ph.D. (Newcastle-Upon-Tyne).
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