Changes in the economics of education: the effect on United Kingdom teacher societies and their organization

Abstract

The United Kingdom has a long tradition of teachers voluntarily collaborating to form support groups at both local and national level. Since the introduction of computers into education, such support groups have existed with specific interest in this area. Changes in the economics of education have, however, played a major role in the way such groups have evolved and have thus influenced their organization, their impact in supporting teachers, and perhaps more importantly their ability to influence the way educational computing developed. As chairman of MUSE, the author examines the development over the last twenty years of this support group and related organizations. Drawing on the experience of history, the paper reflects present issues and proposes ways forward for the future.