ABSTRACT
A policy may be developed to ensure the provision of equality and equal opportunities within education, and that policy may receive the most widespread support from the education community, but could it therefore be implemented, to full and true effect? Chris Gaine takes issue with the management of change. An array of evidence from national and international educational research illustrates the dubious interface between the stipulations of policy and the support systems in schools (the processes and personnel) that are required if the policy is to be implemented thoroughly and completely.The chapter thereby maps the crucial areas where policy has failed to effect change in the past and where it can succeed in the future, particularly in relation to equality.
