2. 1988 Education Reform Act Or……. Education as a business. Or……. Education as a business. A system of franchises??? A system of franchises??? The introduction of market principles The introduction of market principles Increase competition between education suppliers. Give customers product choice. Regulate the product. 'Bad' product will be eliminated by the market. Result: greater efficiency and improved product and customer satisfaction.

3. Effectiveness = priority Parental choice Parental choice The introduction of the National Curriculum, with achievement targets set for all pupils at the ages of 7, 11, 14 and 16. The introduction of the National Curriculum, with achievement targets set for all pupils at the ages of 7, 11, 14 and 16. Schools were allowed to 'opt out' of local Education Authority (LEA) control if the majority of the parents voting in a ballot wished to do so. Schools who opted out became 'grant- maintained'; they were funded directly from central government. In 1997 the Labour government began to dismantle such schools. Schools were allowed to 'opt out' of local Education Authority (LEA) control if the majority of the parents voting in a ballot wished to do so. Schools who opted out became 'grant- maintained'; they were funded directly from central government. In 1997 the Labour government began to dismantle such schools. The financial management of schools was switched from the LEA to the boards of governors. The financial management of schools was switched from the LEA to the boards of governors. City Technology Colleges were introduced. City Technology Colleges were introduced.

4. Supply and demand: Consumer choice Intention was to introduce principles of supply and demand into education Intention was to introduce principles of supply and demand into education Schools forced to compete with each other for pupils and resources Schools forced to compete with each other for pupils and resources Parents had right to go outside catchment areas Parents had right to go outside catchment areas Competition increased by introduction of league table results Competition increased by introduction of league table results delegation of management and budget control to schools gave them greater freedom to compete and to decide how to use their resources to attract customers. delegation of management and budget control to schools gave them greater freedom to compete and to decide how to use their resources to attract customers. OFSTED begins producing reports on each school OFSTED begins producing reports on each school

5. Central control National Curriculum introduces National Curriculum introduces SAT’s introduced aiming to evaluate performance of schools SAT’s introduced aiming to evaluate performance of schools GCSE’s created to be taken by all students regardless of ability GCSE’s created to be taken by all students regardless of ability

6. Core beliefs OFSTED is centrally concerned with improving the quality of schooling, providing for literacy and numeracy hours in primary schools, weeding out ineffective teachers, and setting performance targets for each school. OFSTED is centrally concerned with improving the quality of schooling, providing for literacy and numeracy hours in primary schools, weeding out ineffective teachers, and setting performance targets for each school. Rise of parent power in schools, termed 'parentocracy' by David (1993). Parents are now customers both in terms of their supposed ability to select which school they would prefer their children to attend and in terms of their voting power as governors. Rise of parent power in schools, termed 'parentocracy' by David (1993). Parents are now customers both in terms of their supposed ability to select which school they would prefer their children to attend and in terms of their voting power as governors. Schools like businesses. Successful = cost effective and respond to consumer demand. Their product would be an educated pupil of proven quality, measured by national standards of attainment. Schools like businesses. Successful = cost effective and respond to consumer demand. Their product would be an educated pupil of proven quality, measured by national standards of attainment.

7. Is there a problem here? Markets Markets Markets in theory and markets in practice are very different phenomena. Schools selection procedures and economic viability become more important than their educational aspirations. Image becomes more important than substance, schools have to 'sell themselves'. Educational resources are used for promotional campaigns. If education is a business, then we know what happens to less 'successful' products and underused and uneconomic factories. Markets in theory and markets in practice are very different phenomena. Schools selection procedures and economic viability become more important than their educational aspirations. Image becomes more important than substance, schools have to 'sell themselves'. Educational resources are used for promotional campaigns. If education is a business, then we know what happens to less 'successful' products and underused and uneconomic factories.

8. Diversity Diversity has rapidly become not diversity of choice but diversity by selection. Diversity has rapidly become not diversity of choice but diversity by selection. A 'top' school can only stay on top if the product commands demand. Diversity implies a choice from a range of different but equal educational providers, but in effect it has simply meant an increasing emphasis on selection. A 'top' school can only stay on top if the product commands demand. Diversity implies a choice from a range of different but equal educational providers, but in effect it has simply meant an increasing emphasis on selection.

9. Choice? Not all of us have the same range or possibility of choice. The inability of all to exercise choice inevitably produces inequality. Not all of us have the same range or possibility of choice. The inability of all to exercise choice inevitably produces inequality. Money now follows pupils, popular schools gain more money. These schools can therefore be more selective about which pupils they will accept. The initial idea of choice changed. No longer do parents choose schools, schools now choose pupils. Successful schools will select those pupils who are most likely to achieve academic success and so the reputation of the schools gets better and it attracts more pupils and more resources. Money now follows pupils, popular schools gain more money. These schools can therefore be more selective about which pupils they will accept. The initial idea of choice changed. No longer do parents choose schools, schools now choose pupils. Successful schools will select those pupils who are most likely to achieve academic success and so the reputation of the schools gets better and it attracts more pupils and more resources. But what about those schools faced by the reverse spiral of fewer pupils, fewer resources, worse results? But what about those schools faced by the reverse spiral of fewer pupils, fewer resources, worse results? In fact, choice has turned out to be an illusion for a large minority of people. Judd (1997) suggests that between 25-50% of parents do not get their children into their choice of school. In fact, choice has turned out to be an illusion for a large minority of people. Judd (1997) suggests that between 25-50% of parents do not get their children into their choice of school. Schools cannot expand to meet market (so not a pure market) Schools cannot expand to meet market (so not a pure market) Popular schools become increasingly selective. Popular schools become increasingly selective.