ABSTRACT
This chapter examines the broader context for the development of performance indicators in the United Kingdom. It probes the relationship between the development of education indicators and methods of assessing institutional effectiveness, examining the current dilemmas facing schools and institutions in developing education indicators. The chapter also explores how the education context for the measurement of performance has become defined by the framework for inspection established by the 1992 Education (Schools) Act and by the 1993 Education Act and examines whether there is still scope for local interpretation.
