抄録
This paper, consisting of three chapters, aims at reviewing the problems of parental choice of school in relation to policy for equality of educational opportunity in England. The first chapter deals with the legal bases for the parental choice of school. This concept and its practices have developed since the late part of the nineteenth century mainly in association with the religious and denominational controversies over the control of popular education. The Education Act 1944 defines both the parental duties and rights over education of their children, among which is the right of choosing schools in accordance to their 'wishes,' although the latter are destined to subject to the discretion of the local education authorities. The Education Act 1980, which defines the parental role in school management among others, makes an important change with regard to the parental status in the law, stating that each LEA shall make arrangements for enabling each individual parent to express a preference as to the school at which he wishes education to be provided for his child, instead of such arrangements to be provided in accordance with the wishes of their parents. The second chapter observes the current practices of the parental choice of school. The administrative arrangements for catching areas or zoning for primary and secondary schooling are in most cases flexible enough to meet the needs of children and the parental demands. Research literatures reveals that, while the choice is often nominal, a fairly large number of parents believe that they had choice. In the case of secondary education, the situation is more complicated, as still a minority of parents consider their right of choosing school to be deprived by comprehensive schools. In the final chapter, the questions of equality of educational opportunity in relation to the parental choice of school is explored. As to the policy on the equal opportunity in education, emphasise has been shifted from what Prank Musgrove describes 'opportunity model' in the 1950s to the 'equality model' in the 1960s and 1970s. Two factors are examined. The first is policy of two political parties, the Tory and the Labour. Between them, the Tory support the 'opportunity model,' while the Labour holds the 'equality model.' In the latter half of the 1970s and the early 1980s, their positions have been much affected by the second factor, i.e., the so-called parental power. During the 1970s, their power was well demonstrated in such cases as William Tyndale Junior School and Tameside Comprehensive School, which supported the conservative cause. The Taylor Report of 1977 on school management was said to intend to tame such parental power, emphasising the need of involving individual parent in the matters relating to his child's education. Such efforts may have been encouraging more parents to participate educational policy issues at both local and national levels. Whether their power would be directed toward the 'opportunity model,' or the 'equality model' on the question of equality of educational opportunity is still to be seen.
