1. 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

2. 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.

3. 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.

4. 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.

5. 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.

6. 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

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

8. 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.

9. 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

10. 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

11. 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

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

13. 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

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

15. 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’

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

17. 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

18. 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

19. 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

20. 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”

21. 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

22. 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.

23. 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

24. 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

25. 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.

26. 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)