Education Policy: Marketisation *State what marketization is. *Explain what is meant by parentocracy. * Consider key policies that encourage marketisation ALL: to identify and explain government policies related to education. MOST: to analyse the impact of these policies on the education system, and on wider society. SOME: to evaluate whether they have contributed to gender, ethnic, or class differences in achievement. The significance of educational policies, including policies of selection, marketization and NC: privatisation, and policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role, impact and experience of education; NC: the impact of globalisation on educational policy

Resources Textbook: p.78-80 Worksheet / Notes in Book from PowerPoint

Starter What is the purpose of the meerkat advert and “the compare the market company”? consumers having the power, that companies have to offer the lowest car insurance and the best deal so that people will buy from that company. What additional extras do these companies offer customers to give them an incentive to sign up with them? Discuss competition. Link this to the Education Reform Act 1988.

1988 Education Reform Act – Marketisation - Key Concepts EXPLANATION of Policy How does it promote choice and competition? Parentocracy Reducing State Control Market Forces League Tables OFSTED Inspections Formula Funding Specialist Schools SATs LEA Control Business Sponsorship National Curriculum New Vocationalism

This is the philosophy / aim of marketisation. This refers to the process of introducing ‘Market Forces’ into areas run by the state, such as the NHS or Education. The ERA created an ‘Education Market’ by: KEY Reducing direct state control over education Increasing competition between school Increasing Parental Choice of schools. This is the philosophy / aim of marketisation.

The Education Reform Act: 1988 The 1988 Education Reform Act is the most important piece of educational legislation since the 1944 Education Act. The 1988 Act, established a NATIONAL CURRCULUM for all state schools in England and Wales, and NATIONAL system of TESTING and assessing.

The National Curriculum From the age of 5-16 Years, all pupils in state schools must study 3 core subjects- English, maths and science, and 7 foundation subjects. Pupils were tested in the core subjects (SAT’s), and results provided parents with information on which to judge the performance of schools.

Policies to promote Marketisation Publication of school League Tables Business can sponsor schools Schools being able to opt out of LEA control Schools having to compete to attract pupils Ofsted inspection reports available for parents to look at when choosing schools

A-C economy (Gillborn and Youdell) Schools are forced to focus on pupils who will achieve 5 grades at A to C. Gillborn & Youdell blame system. Sorting process is named after the medical procedures which need to be taken in an emergency: The Educational Triage System Pupils Triage Those who will pass anyway Borderline C/D pupils- Need extra help Hopeless cases (Webb, R. etc, 2008)

Specialist Schools

Funding Formula More students go to the school = more funding from the government = more money to spend on teaching, learning, and facilities. Thus more competition for places at the better schools. Unpopular schools loose funding, by having a low intake for a Year Group (300! In the last but one Year 7 Rossett intake)

Parentocracy Some would argue that marketisation produces INEQUALITY. Ball argues that marketisation creates ‘parentocracy’, i.e. Parent Power. Middle class parents are more advantaged as they have more economic & cultural capital, and are more able to take advantages of the choices available- e.g. move to better catchment areas. (oversubscribed schools took on local students as a priority), more likely to know teachers who can help get their children on roll

The New Vocationalism Schools were producing young people who lacked the skills which were required by industry. This led to the development of the ‘NEW VOCATIONALISM’, which was the government involvement in youth training, for more ‘job-specific type’ courses. -TRAINING SCHEMES (YTS’s) -VOCATIONAL QUALIFICATIONS (GNVQ’s)

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1988-1997 (Conservative Party in Power) 1988 Education Reform Act - Summary All students to study the National curriculum and take GCSE’s Pupils to sit SATS at 7,11 and 14 Schools were to be entered into league tables to judge performance Schools became more business like and controlled their own finances Increased OFSTED inspections ‘New Vocationalism’ – Youth training schemes and work experience Marketisation – Schools used prospectuses and advertising to recruit students to their schools

Stretch Understanding… Create a list of criticisms / problems of the Education Reform Act 1988. Class Inequality ‘Cream-skimming’ / ‘Silt-Shifting’ (Bartlett) Parental Choice, ‘Privileged-Skilled & Disconnected-local choosers’ (Gerwitz) – See next slides. The Myth of Parentocracy

Ball, Bowe & Gerwitz Competitive advantage & parental choice. 1994. They examined the effects of parental choice and competition between schools on the education system and opportunities for students from different social groups. “When you grow up, son, you can be whatever you want – a lawyer or a doctor.” KEY CONCEPTS: privileged/skilled choosers, semi-skilled choosers, disconnected choosers.

FINDINGS OF STUDY: * The use of school league tables, open enrolment & formula funding (bums on seats) had a number of consequences for education. This was because schools wanted to attract and select more ‘able’ students to boost their place on the table and their reputation.

Our school only let me in to make them look good. “There is a shift of emphasis from student needs to student performance, from what the school can do for the students to what the students can do for the school.” There’s been a shift in values from comprehensive and social justice to market values, money and reputation. Our school only let me in to make them look good. They examined parental choice and found that it was limited by availability of schools and ability of parents (in terms of their motivation and money).

Found three types of parents when it came to choosing schools: i) Privileged/skilled choosers – had strong motivation and skills to fight for the ‘best’ school, had money to move to catchment area or pay for private school. More than likely to be middle class with university education. My son needs a school that will nourish his artistic flair, give him the opportunity to work towards his goal of becoming an occupational therapist and be sensitive to his dyslexia. So we’re moving to get him into the best school.

ii) Semi-skilled choosers – strong motivation but little ability to ‘engage with the market’. Lack social contacts & cultural skills to fight for the best choice. Less likely to appeal if their children are rejected from their first choice. More thank likely to be working class and to choose local school. I want my boy to go to the best school but it’s out of our catchment area. We just can’t afford to move and I’m terrified about appealing. I don’t know what to do or who to approach.

iii) Disconnected choosers – not involved & don’t see it as important, more than likely to choose the nearest school. More concerned with their children’s happiness than their academic performance. More likely to be working and underclass. No, don’t worry about it. Send her with mine, they’ve been mates for years, it would upset them to split them up.

Plenary: Quick Quiz 1 – Which Political Party oversaw Marketisation? 2 – What were the requirements of the National Curriculum? 3 – What indicators are included on School League Tables? 4 – How do Schools ‘compete’ for students? 5 – New Vocationalism aimed to help students to learn what? 6 - What did Marketisation allow the best schools to do? 7 – What is the job of OFSTED? 8 – What is formula funding?

1 - Conservative 2 – Students study same subjects, and same content. Sit SATS and GCSEs. 3 – 5 x A*-C, Value Added, EBacc 4 – Brochures, Prospectus, Incentives, Specialisms 5 – Job / Industry specific skills. 6 - ‘Cream-skim’ and choose the best students, get more formula funding. 7 – To monitor schools, see how well they were doing, report to parents on the success / failure of schools. 8 – Money schools get for each pupil that attends.