Privatisation

Question 1

Two Main Types

Answer 1

Ball + Ball and Youdell identified two types- privatisation in education (endogenous), and privatisation of education (exogenus)

Question 2

Endogenous Privatisation

Answer 2

Privatisation within education system- schools, colleges, and universities operate more like private businesses
Import ideas + techniques from private sector to make public sector business-like

Question 3

Endogenous Privatisation- Examples

Answer 3

Local management of schools, competition between schools for students,
efficiency,
performance-related pay for teachers,
consumer choice of schools, target setting,
Performance (league) tables, inspections,
and per capita funding

Question 4

Exogenous Privatisation

Answer 4

Privatisation from outside education system
Opening up of state education to profit-making private businesses
Private businesses design, manage, or deliver aspects of education formerly run by the state

Question 5

Exogenous Privatisation- Companies Taking Over (School Services)

Answer 5

Staff training + development, consultancy + advice, building maintenance, school transport, provision of supply teachers, providing + managing IT
Growing tendency for business managers, secretaries, librarians to be employed by private companies

Question 6

Exogenous Privatisation- Companies Taking Over (Management of Schools)

Answer 6

Development of privately managed chairs of academy schools, like Academies Enterprise Trust, United Learning, and E-ACT (70 secondary schools- 2014) + primary and special schools

Question 7

Exogenous Privatisation- Companies Taking Over (School Inspections)

Answer 7

Private companies e.g. Tribal Inspections running inspections on Ofsted’s behalf
2014- Ofsted announced it would stop using private- concerns over selection, training and quality of inspectors

Question 8

Exogenous Privatisation- Companies Taking Over (School Buildings)

Answer 8

Private Finance Initiative, private sector finances construction of + manages school buildings for up to 30 years (during this- owned by the company)
State rents buildings from them- company makes profit

Question 9

Exogenous Privatisation- Companies Taking Over (Branding of Schools)

Answer 9

Companies sell website construction, logo development, and school prospectus design
Give schools distinct identity and enable them to compete in educational marketplace

Question 10

Exogenous Privatisation- Companies Taking Over (Education Policy)

Answer 10

Companies provide advice, consultation, and research

Question 11

Exogenous Privatisation- Companies Taking Over (Running Examination System)

Answer 11

Pearson Edexcel run by multinational, profit-making company, Pearson PLC (education + book publication)
Provide academic + vocational qualifications in over 70 countries

Question 12

Evaluation- Case for Privatisation (Efficiency)

Answer 12

Expertise of established educational companies, may mean lower cost and greater value for tax money
Companies survive by improving standards + attracting students- higher overall standard

Question 13

Evaluation- Case for Privatisation (Choice)

Answer 13

More school providers means more choice for parents

Question 14

Evaluation- Case for Privatisation (Failing Areas)

Answer 14

Profit-motive may encourage improvement + provision of schools in ‘failing areas
Companies must ensure schools are full + efficient to make profit, so must attract pupils through good results

Question 15

Evaluation- Case Against Privatisation (Profit Model)

Answer 15

Private companies may not reinvest profits back into school- taking money from education system

Question 16

Evaluation- Case Against Privatisation (Cherry Picking)

Answer 16

Companies may try to cherry pick the ‘best schools’, or those easily improved

Question 17

Evaluation- Case Against Privatisation (Instability)

Answer 17

Companies may go out of business, leaving children without schools

Question 18

Evaluation- Case Against Privatisation (Equality)

Answer 18

Equality of Educational opportunity threatened as making money may override need of children
May exclude ‘hard to teach’ pupils, covertly or overtly select and unevenly allocate resources
Students may be refused a place or discouraged from applying if ‘unattractive’ (low income w/c)