The dearth of managerialism in implementation of national examinations policy

Abstract

Introducing new national examinations is a complex, multi‐agency policy implementation. However, there have been some high‐profile problems in examination systems in recent years. This research investigated what 10 UK managers involved in the process thought were the main problems. Time pressures were recognised as a serious problem by the managers, as well as the politically driven nature of the reform. It is argued that network management explains the lack of high‐profile individual leaders, the delegation issues, the apparent lack of traditional management skills, the low level of planning and monitoring, the absence of scoping, a professionalist approach, the lack of separation between policy and implementation and the fact that managers could not specify from the outset what needed to be done for a new round of examination developments. Inter‐agency power relationships accounted for lack of negotiation of timescales. Recommendations are made for construction of a qualification development blueprint, scoping of resources, appraisal of the human resources shortage in the UK assessment sector and better stakeholder management of the qualification development policy community by government.

Keywords:

• state
• politics
• examination
• implementation
• managerialism

Acknowledgements

We would like to thank the managers who took part in this research and engaged with the issues being raised openly and generously, and the two anonymous reviewers, whose comments sharpened the paper.

Notes

1. A‐level examinations are available in a range of subjects and are typically taken by 18‐year olds. They are the main qualification used as entrance requirements for entry to Higher Education.

2. GCSE: General Certificate of Secondary Examinations are also available in a range of subjects and are typically taken by 16‐year olds. This is the current UK statutory school leaving age.

3. A requirement for certain modular A‐level examinations to assess synthesis of material across the syllabus.