Marketisation has caused tremendous changes to the mission, character and functions of education.
INTRODUCTION Marketisation has caused tremendous changes to the mission, character and functions of education. The market policy has emerged as a critique to the results of bureaucratic public school system performance and became an alternative to state monopoly education. The step forward marketisation was also a response to the impact of globalisation, world crises and the rise of the 'information' society (Brown and Lauder 1996:1) Shift towards markets in education was guided by Neo-Conservative (Aronowitz and Giroux 1986) or New Right (Levitas 1986) policies and ideology of 'parentocracy' versus ideology of 'meritocracy' (Brown 1990:65). On the edge of the changes stands Tofter's claim that (1990:18) 'knowledge itself ... turns out to be not only the source of the highest-quality power, but also the most important ingredient of force and wealth.' It sheds light on the question why there are so many tensions and discourses about markets in education. Marketisation as an educational principle emphasises school autonomy and competition among schools, open enrolment, removing school zoning, per capita funding and exercising parental choice in terms of choosing the school for their children that fits most their children's demands and needs. In favour of these tendencies and their defense put arguments a number of researchers: Chubb and Moe, 1990; Fliegel and MacGuire;
In What Ways Did the 1988 Education Reform Act Reflect the Marketisation of Education and the New Vocationalism?
In What Ways Did the 1988 Education Reform Act Reflect the Marketisation of Education and the New Vocationalism? The most far-reaching package of changes to the previously 'un-meritocrial' education system was introduced in the 1988 Education Reform Act. As a result, the basic structure of our standing education system was instituted. The biggest of these changes were the 'marketisation' of education and the introduction of the 'new vocationalism', which led to transformations not only in the way schools were run and the variety of opportunities available to pupils at different learning levels, but how they were viewed by prospective students and their parents. Marketisation refers to the move towards educational provision being determined by the 'market' and is based on the principles of 'Meritocracy' and 'Freedom of Choice'. In theory this would raise the standards and improve the service of schools, as well as allowing parents and children to choose which school they wish to attend; this is referred to as parental choice or open enrolment. However, this means that school management teams are forced to spend considerable amounts of time on budgets and raising money to ensure that a high standard of teaching and facilities available is maintained, thus theoretically meaning students obtain better results. This is vital in the open enrolment of students, as schools must now
Marketisation of education
"The marketization of education (since 1988) has raised educational standards and equality of opportunity (and so undermined the Marxist view of the education system." Assess the accuracy of this statement. Some sociologists suggest that the best way to improve standards within school is to encourage competition. This may be competition between two schools, grades or also facilities. When labour came into power they kept some of the conservative educational policies. They allow for businesses to take over a failing school and take care of the finances of the school. This can promote equal opportunities if they actually turn the school around. This in turn would increase pupil's chances and results. However, if a business man took over he could influence the pupils because of his viewpoints and this could help to recycle class inequalities. Therefore, I feel that this is not a good thing as they are not specialised in running schools they just see it as an investment. Another policy that is still in place is league tables and the notion of parental choice. I think in theory it is a successful concept however middle class parents are more likely to get their children into the best school leaving less choice for working class kids. In addition, the league tables do encourage marketization between schools but it may cause people not to be entered for exams if they are predicted
Outline some of the ways in which some marketisation and selection policies may produce social class differences in educational achievement.
Outline some of the ways in which some marketisation and selection policies may produce social class differences in educational achievement. (12 marks) Marketisation is the policy of introducing market forces of supply and demand into areas run by the state, in this case education. The 1988 Education Reform Act began marketisation of education by encouraging competition between schools and choice for parents. Marketisation includes funding formulas, exam league tables, cream-skimming and silt shifting. A funding formula is a formula that gives a school the same amount of funds for each pupil. This can affect a working class child's education because if other schools have a higher fund because they are more popular due to better exam results then working class children are unlikely to be able to get a placement at that school so they will be silt-shifted to a less popular school which has lower exam results because of its lack of funding due to its lack of pupils. However, this idea can be criticised because if an unpopular school gets too bad they will be put into special measures by ofsted, this then gives them more funding to try and help improve the school, if this is achieved then their popularity will improve. Silt-shifting is when a school off-loads pupils with learning difficulties who are expensive to teach and so get poor results. This benefits middle class pupils
Outline and assess the impact of the 1988 Education Reform Act
Nishtar Hussain Outline and assess the impact of the 1988 Education Reform Act The view that the 1988 Education Reform Act is influential in terms of controlling and progressing schools further could be seen as decisive, one reason being it could be a means of achieving control of the curriculum and the assessment, enabling them to progress and monitor there spending control, as well as the rise in the standards of school in terms of the competition and choice. There are also views that education has since, in similar ways, become more like a business, this comparison was made by sociologist Stephen Ball (1990), this would be because businesses (in other words; educational institutions/schools) would be competing to have the best customers (in other words; students). As well as, the feminists view that the act has benefited girls to become more work orientated instead of the typical stereotyped ‘love and romanticised’ girls. In this essay I will further outline whether the act has had an impact on society or if it has become dysfunctional overtime. The 1988 Education reform act was one of the most notable and significantly developed legislation since the last radical regulation, the education act of 1944. This act was supported by the New Right, being pictured as the ‘jewel in the crown’, mainly because of the way it had achieved centralised control of the
Outline and Comment on the key elements of Best Value. How does Best Value fit in with the concept of marketisation in the Public Sector?
Victoria Moseley B A (Hons) Public Service Management - Year Two - Semester One Resource Allocation - Aiden Oswell Number of Words: 2030 Outline and Comment on the key elements of Best Value. How does Best Value fit in with the concept of marketisation in the Public Sector? In June 1997 the Government announced that it intended to replace the Compulsive Competitive Tendering regime with Best Value as soon as parliament would allow. In December 1997, 37 pilot projects were announced to take Best Value forward. March 1998 saw the publication of the green paper "Modernising Local Government: Improving local services through Best Value", this was followed by the White Paper, "Modern Local Government: In Touch" with the publication of the Welsh White Paper "Local Voices: Modernising Local Government in Wales". Compulsory Competitive Tendering preceded the new Best Value regime. CCT was introduced by Margaret Thatcher and was introduced to save the Government money. Competition and markets have advanced on three main fronts that were CCT, market testing and internal markets. The internal markets generally refer to the trading which takes place within organisations boundaries. Sections or departments pay for services and goods provided by other parts of the organisation (Malabar 1991: 141). The arguments for internal markets resemble those contracting out. In the
1944 Education Act.
944 Education Act The basic aim of the 1944 Education Act was to give every pupil an equal chance to develop his or her talents and abilities to the full within a free system of state educaiton. The structure of Education in England and Wales was recognised into three stages: > Primary - up to the age of 11. This was subdivided into nursery, infant and junior stages. > Secondary from the age of 11 until 15 (from 1973, 16) > Further/Higher - Education beyond the school leaving age; education by choice. 1+ Test The 1944 Education Act introduced a national test for 11 year olds - the '11 plus' test as a means of allocating children to one of three types of secondary school. The 3 types of secondary school were grammar (for educational elite) technical schools (for the artistic) and secondary modern for everyone else. This became known as the tripartie system. Public (Private) Schools Public schools aimed to develop social character and produce Christian gentlemen who would become the future leaders of society. Public schools placed a great deal of emphasis on leadership and character. Their pupils were fee paying borders who stayed in school to 18 or 19. 988 Education Act The 1988 Education Act established a national curriculum for all state schools in England and Wales and a national system of testing and assesment. It reduced the role of local educational authorities
Assess the view that the main thrust of education reform has been to increase the control of education by those outside the education system
Assess the view that the main thrust of education reform has been to increase the control of education by those outside the education system (20) Various people have or have had the view that the main reason for educational reform over the years has been for the people outside the system (parents etc...) to have more of a direct say and part in the way that the educational system is run and controlled. This essay will be assessing how successful this view is, and will also be looking at the various possible reasons for this happening, for example, the various reform acts over the years, and also, this essay will be assessing whether or not politics has had a key role in all of this. One of the main debates about this issue is whether or not the main principle of education reform has actually been about the government and industry having a tighter grip over the system, because of the strong links and alliances with various associations. One of the earliest influences on this was the act of deciding to have more comprehensive schools around the country. This was introduced in about 1965, when the labour government called for all LEA'S to submit their plans for a comprehensive education. This meant that there would now be a comprehensive schooling system that would educate all pupils, regardless of ability, ethnicity, gender or even social class, and this would all be
IDENTIFY 3 RECENT REFORMS/POLICIES IN EDUCATION FROM 1988 ONWARDS.
IDENTIFY 3 RECENT REFORMS/POLICIES IN EDUCATION FROM 1988 ONWARDS. THE 1988 EDUCATION REFORM ACT (Conservative): Educational policy refers to the plans and strategies for education introduced by government through Acts of Parliament together with instructions and recommendations to schools and local education authorities. With growth through industrialisation the need for a more educated workforce increased and from the late 19th century the state became more involved in education. Acting on the recommendations of the 1987 Black Report, the British government brought in the 1988 Education Act (Baker Act). Parents became 'customers' and pupils became both clients and 'products'. What is especially important about this act is that it involved increased state control, not over the form of education but also of its content. This act was supported by the New Right (Conservatives), influenced by their functionalist perspective, the main aims of the act were: . To match education more closely to economic need through a host of policies which collectively were New Vocationalism , as well as introducing mandatory work experience along with the creation of Vocational qualification such as the NVQ and GNVQ. 2. Raise the standards of education in the UK by applying “free market” principles. With the new right thinking heavily influenced by their faith in free market principles,
Marketing Education: The Policy and Practical Analysis.
Marketing Education: The Policy and Practical Analysis Introduction A key concept in education in Australia in the late twentieth century is the market. Education is currently being thought of in market terms and markets of various sorts which are guiding priorities and funding. (J. Kenway, 1995) However, what is 'the market'? To market advocators, it is a process of exchange between producers and consumers. In terms of educational markets, schools are producer, students are consumers, and the students' ability and knowledge is the quality of the production. One recurring theme is that parents ought to be positioned more decisively in the schooling enterprise and that they ought to be able to exercise choice as consumers in the educational market place. The pervasiveness and mobility of such claims raise the question of how education interventions and debates travel in an increasingly globalised and interconnected world (K.Dehli 1996). Educational debates and policy initiatives in many countries are increasingly framed in broad terms, the comparisons of the development of students' new skills and knowledges are required in an aggressively competitive market. Marketing education will become a popular and arguable issue, and this is what I am interested in. In this paper, I focus on the question of the policy of marketing education in Queensland, current institutional
