ABSTRACT
This chapter aims to consider some of the broader management issues that schools will have to face in finding ways to sustain effective curriculum practice among teachers and to monitor the success of that practice. It begins with questions – a lot of them – but also with some serious reservations about the British National Curriculum and the policy framework within which it is developing. The National Curriculum as it is shaping up may be a poor parody of an older, more egalitarian idea, but parodies present a difficult target. The long-term effect of the changed policy framework within which the National Curriculum is now set is difficult to gauge. It is, however, undoubtedly increasing the inequalities between schools. The task of curriculum management is to strengthen and establish partnerships in such a way as to enhance the processes of learning. As 'interdependent professionals' teachers will need to address educational concern in partnership with a wide range of professional groups.
