Education Reform Act 1988 Aims To raise standards To make schools more accountable To run schools on ‘market principles’ and improve efficiency/competition To give parents (consumers) greater choice

The Education Reform Act 1988 The education reform act 1988 reduces the main role of local authorities in education and increases the influence of the consumers, the parents and children by introducing market principles into the schools system. Competition and choice ‘The right to choose will encourage schools to aim for the highest possible standards’. - Schools compete with each other to attract pupils, which leads to standards of education to rise. Diversity and choice The education reform act encouraged diversity. It introduced two new types of schools: Grant maintained schools ‘foundation schools’ for the ‘more academically able’ City technology colleges – (The National curriculum, maths, science and technology) The National curriculum The Government told teachers in England and Wales exactly what to teach (Maths, English and Science) League tables Exam results are published to provide information for parents on their choice of school.

Parentocracy Some would argue that marketisation produces INEQUALITY. Ball argues that marketisation creates ‘parentocracy’. 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.

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: Reducing direct state control over education Increasing competition between school Increasing Parental Choice of schools.

Marketisation and Parentocracy Margaret Thatcher (1988)-Introduced the Education Reform Act and established the principle of Marketisation. The process is driven by Formula funding where a school’s funding comes from the number of students they recruit, so it’s competition for PARENTS’ attention. Tony Blair and Gordon Brown (1997)-Carried on with Marketisation by reducing direct state control over education and increasing both competition between schools and parental choice of school. New Right-Favour Marketisation however, they argue that state control leads to low standards and lack of choice for parents.

Policies to promote Marketisation National Curriculum National tests and publication of school League Tables Open enrolment and schools having to compete to attract pupils ‘Grant Maintained Schools’ & schools being able to opt out of LEA control Ofsted inspection reports available for parents to look at when choosing schools

National Curriculum A standard curriculum in all state schools (core curriculum) Key Stages 1,2,3 and 4 Specific targets/graded levels

The National Curriculum A government sanctioned common curriculum for pupils aged 5 – 16. Shifted responsibility for what was to be taught away from teachers to central government. Three core and seven foundation subjects Previously teachers worked out schemes of work they deemed appropriate for their pupils.

pros and cons Pros Compare performance of schools Continuity when a pupil moved school Central government control – raise standards Same diet for all Cons Political interference in school ‘learning’ Less choice – minority subjects ‘edged out’ Not suitable for all – suits ‘academic’ pupil Private schools not teach it

National Tests Compulsory National tests (SATS) were introduced at 7, 11 and 14 Results published annually in league tables (along with GCSE/A levels and truancy statistics). Schools can now be compared directly in terms of this data Previously pupil progress was tracked by teacher assessments

pros and cons Pros Teachers encouraged to get high grades Performance could be compared Cons Pressure on pupils Many students fail and feel worthless Schools become exam factories Do not analyse ‘value added’ Students may be more talented in subjects not tested

League Tables Annually published results of school examination performances at GCSE and A LEVEL

pros and cons Pros Parents can compare schools Schools motivated to improve Make teachers accountable for results Cons Creates ‘sink schools’ Doesn’t measure ‘Value Added’ from point of entry Doesn’t take into account the socio-economic make up of schools Schools manipulate figures through choices of courses, withdrawal of ‘high risk’ students, etc

Open Enrolment Schools can take pupils from anywhere Parents can send children anywhere Increased competition between schools

pros and cons Pros Specialist schools – more choice Schools compete – raise standards More popular schools received more funding (LMS) Cons Least popular schools – less funding Broke up communities Minority subjects abandoned Schools too focused on ‘marketing’

Grant Maintained Status School opt out of LEA control Direct funding from central government

Grant Maintained Schools State schools were given the option under the ERA to opt out completely from LEA control. If the majority of parents voted for such a step newly formed GM schools had complete control over their budgets and how the school was run

pros and cons Pros Greater autonomy for headteachers – prioritise spending Less ‘dictating’ by LEA More funds at the disposal of the school Cons Some schools had more money Schools avoided LEA specialist guidance in ‘progressive’ education Entry examinations re-emerged

City Technology Colleges (CTCs) A new type of school was set up in the inner cities CTCs specialising in technology, the arts, maths and science set up in inner city areas CTCs are independent of LEA and were intended to be financed by local industry

Ofsted The Office for Standards in Education (Ofsted) was set up. “Rigorous” school inspections every 6 years Emphasis on inspection rather than support. Aggressive system of naming and shaming and placing into “special measures” for “failing schools”

The New Vocationalism Development of training schemes accompanied by new vocational qualifications. The National Council for vocational qualifications (1986) established National Vocational Qualifications (NVQs) for a range of specific occupations (later General National Vocational Qualifications (GNVQs)). Schools should focus more consistently on the demands of industry. Relevance of education to needs of economy was emphasised by the TVEI (Training and Vocational Educational Initiative) New Vocationalism, where government took direct involvement in youth training; the Conservatives introduced training schemes

New Vocationalism Evaluation Youth unemployment was due to lack of jobs (Finn,1987) Many trainees were source of cheap labour. (Phill Collen1984). Youth Training training for less able (Lee et al 1990) Employers offered better schemes, effective training skills, that were demanded by Labour market. Middle class students usually avoided Youth Training, it was seen as second best option to stay at school/college. Youth training students tended to be young and from working class backgrounds who couldn't receive jobs.

20 mark question Assess the view that vocational education and training schemes have done nothing to reduce social inequalities Agree and disagree with the question. Identify six points both sides (balanced essay) Key terms, theory and study per point. Give examples and explain every point Link each point to the question

It could reduce unemployment Reduces training costs Arguments in favour Arguments against It could reduce unemployment Reduces training costs Better workforce improves the economy Industry can fund schools More choice for employers Sponsorship More choice Prepares people for work May reduce crime Motivating Training people to be exploited Obsolescence (May become outdated very quickly) Reduces salaries State supporting capitalism and reducing training costs Lower wages There may not be jobs afterwards Only focuses on one area Seen to have lower status by most employers

Evaluation of Conservative Policy Choice- Do parents really have a choice? League tables- Can be misleading Selection- May be redundant to accept pupils with special needs. Marketing schools- spending money on unnecessary facilities such as brochures, adverts, which makes them look attractive but less money is available on teachers and textbooks.

Practice Questions     1. Explain what is meant by 'vocational' studies. (2 marks)     2. Identify two policies that have 'aimed to introduce "market forces" into education‘ (4 marks).     2. Assess the extent to which policies of encouraging competition between schools and increasing parental choice have improved the achievement of working-class pupils. (20 marks)     3. Assess the extent to which education social polices from 1988 to the present have improved standards in schools (20 marks)