local educational authorities
LGA responds to education policy institute report
Third of local areas face secondary school places running out within five years
In England there are 152 LEAs and in Wales the councils of the counties Act as the LEA for the schools in their jurisdictions (although, in Wales the term LEA is no longer used).
LEAs generally have responsibilities for the funding and distribution of the funding for schools in their areas, they are responsible for admissions and the number of places at each school, they employ the staff that work in voluntary controlled schools and generally are responsible for the children in their care.
CLEAPSS started in 1963 with several name changes along the way since then. As a consortium, they provide a range of services to local authority schools in science and technology
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This chapter focuses on local education authorities and the curriculum. Discussion about recent changes in the location of control over the school curriculum in England and Wales has usually been confined to central government and the teachers. This not only neglects the third partner, the Local Education Authorities (LEAs), but ignores their legal responsibilities. The 1944 Education Act gave them a statutory duty to contribute to the spiritual, moral and physical development of the communities they serve. In law, the curriculum in all bar voluntary aided schools is the responsibility of the LEA. This responsibility is usually delegated to governing bodies of schools. But LEAs not only provide the buildings and the resources for schools, recruit and pay the teachers. Most writers looking at the education service in England conclude that it is ‘Pluralistic, incremental, unsystematic, reactive’ (Kogan and Packwood, 1974). This untidiness leaves room for LEA initiatives. They do not merely respond to changes in their environments, whether those changes are at national or local level, or in their schools and colleges. They also initiate developments that affect the remaining partners of the service. This is the model used in this chapter.
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