Tag: privatisation

The Neoliberal Perspective on Education

Neoliberalism holds that education systems should be run according to free market principles. Neoliberals believe that education should be privatised both endogenously and exogenously, parents and students given more choice and voice and they also advocate for more top down surveillance and performance management.

Neoliberalism has been the dominant ideology shaping education policy in Britain and many other countries since the early 1980s.

This post outlines four key ideas associated with the neoliberal view of education including:

  1. Competition between schools (‘endogenous’ privatisation)
  2. External (exogenous) privatisation of education
  3. Choice and voice for parents and pupils
  4. Surveillance of teachers and top down performance management.

Neoliberalism has influenced education in Britain since the New Right were in power from 1979 to 1997, during New Labour (1997 to 2010) and since the Coalition and Conservative reign which started in 2010 and continues to this day with the recent coronation of the unelected multimillionaire and darling of the neoliberal global economic elite Rishi Sunak.

While neoliberal ideas have transformed education in Britain over the last 40 years, we are nowhere near having a pure free-market system in education, and many neoliberal ideas have been ‘restrained’ by more social democratic (left wing) thinking.

Endogenous Privatisation

Endogenous privatisation is where public sector organisations are made to work in a more business like way by creating ‘quasi-market systems’.

The main policy which introduced endogenous privatisation in England and Wales was the 1988 Education Reform Act, enacted by the New Right government under Thatcher who was strongly influenced by Neoliberal ideas.

The Reform Act introduced League Tables and gave parents choice over what school to send their children to. Schools then had to compete for pupils as funding was linked to how many pupils they attracted (known as formula funding).

The problem with this type of endogenous privatisation was that it led to cream skimming and polarisation:

The best performing schools in league tables were oversubscribed and skimmed off the higher ability students, the worst schools had to just take the lower ability students that were not chosen by the best schools. This resulted in the better performing schools getting better and the lower performing schools getting worse (polarisation).

Another problem was that in the late 1980s and early 1990s the better schools would exclude any students who were naughty to keep their results high.

Successive education policies up until the present day have had to ‘tweak’ the above competitive education system to try and stop schools from excluding weaker students and to encourage a wider range of schools to take on lower ability students.

Two ways they have done this is to modify League Tables so they now show ‘value added’ – what a school adds to a student’s ability based on where they started, rather than ‘pure grades’, and they’ve linked funding to how long a student stays in school to try and cut down on exclusions.

The Pupil Premium also encouraged schools to take on higher numbers of disadvantaged students who typically have lower academic performance by linking more funding to those students.

Exogenous Privatisation

Exogenous privatisation is privatisation from the outside through new providers: it where private companies take over services which had previously been run by the public sector.

Exogenous privatisation was advanced mainly under the New Labour government (1997 to 2010) and continues to this day.

An example of exogenous privatisation in education is Connexions career services taking over career advice from schools. Careers advice had previously been done in-schools through in-house careers advisors who were on the payroll of the schools and thus the state. Today more and more schools ‘outsource’ their careers services to connexions which is a privately run company which operates for a profit.

Another example is companies such as Pearsons playing a more central role in producing textbooks and running GCSE and A-level exams.

Exogenous Privatisation isn’t purely a free-market activity as it doesn’t involve parents and pupils paying money directly to companies like Connexions and Pearsons. Rather, it is where the government takes tax payers money and gives it to these companies rather than the government employing people directly and paying them to run these services.

The theory is that companies can run aspects of educational services more efficiently than the government.

Increased choice for Parents

Giving parents choice is necessary for there to be an education market. Parents need to be able to choose which schools to send their children too in order for schools to compete for pupils.

The general idea is that increased competition will incentivise schools to raise standards.

Both New Labour and the New Conservatives (from 2010) have also been pushing an increase in both diversity of school provision and personalisation of learning, which both reflect a move towards a late-modern consumer culture within education.

Increasing school diversity

Two main policies have increased school diversity: the introduction of academies in the late 1990s under New Labour and the introduction of Free Schools under the Coalition Government in the 2010s.

Academies increased diversity by getting a much wider range of companies involved with running schools. England and Wales now have dozens of academies and academy chains, and well over 70% of secondary schools are now academies.

Free Schools took diversity and choice to a new level: any group of parents, charity, organisation can apply to run a free school and as long as they come up with a viable model and there is demand they will be approved.

There are currently over 500 Free Schools in the United Kingdom, offering able parents the most choice they’ve ever had in running their own school.

Increased personalisation of learning

Teachers are now expected to tailor their teaching to individual students. You see this most obviously in independent learning plans and learning agreements and periodic reviews of progress with individual students.

Top Down Performance Management

A final aspect of neoliberal education policy is top down management which involves more surveillance of teachers and pupils.

Many academies are huge chains with one ‘super head’ at the top, some on salaries of hundreds of thousands of pounds. The super head is effectively the CEO of the academy chain and he or she monitors the performance of all the schools in that chain.

And the heads of individual schools monitor the performance of their staff within their own schools.

If one school within the chain is underperforming, the management may well be sacked and a new manager/ headmaster shipped in, possibly from another school in the chain.

All of this has meant increased surveillance of schools, teachers, and pupils, so that regular assessments of progress can be made by those at the top and suitable interventions made to tackle underperforming schools and individuals.

Taking over of failing schools

One aspect of increased surveillance is that schools deemed to be failing or even ‘acceptable’ in OFSTED reports are subject to forced acadamisation. This was a big thing under the Coalition government from 2010.

This meant that failing or acceptable LEA schools (funded through local government) were handed over to existing academy chains to be run by them, and to have their budgets managed by the academy chain rather than the local authority.

Signposting and Related Posts

The requirement to learn the neoliberal perspective on education was introduced to the education topic within the AQA A-level sociology specification in 2015.

Neoliberalism is closely related to the New Right, and I think it’s accurate to say that the former informed the later, but Neoliberalism is broader than the New Right, so it is NOT CORRECT to say they are the same thing, as you will find to be the case in the 2016 edition of Haralambos.

However, for the sake of the mid-level sociology student aiming for a C or B grade, you can probably mix the two up and treat them as the same in any essay question on the New Right and/ or Neoliberalism and still get a B grade (you could probably even get an A grade) for the essay as there is considerable overlap between the two!

If you’re interested in reading my take on the difference read this post: The New Right and Neoliberalism: An Introduction.

Please click here to return to the homepage – ReviseSociology.com

Sources

This post is a further summary of The Neoliberal Approach to Education Reform which is itself a summary of Stephen Ball’s (2013) The Education Debate.

China’s Anti-Privatisation and Anti-Global Education Policy Changes

China recently banned for-profit tutoring after school for 5-15 year olds. This means that private companies who charge parents for tutoring their children can no longer operate.

This news is very relevant to both the sociology of education and the topic of globalisation.

The ‘banning’ of foreign companies is part of a broader Chinese-strategy to reduce homework for 5-15 year olds in order to make school less stressful and give children a more balanced childhood.

New guidance from the central Chinese Communist Party says that no homework should be give to children in grades 1 and 2, with only 90 minutes a day being given to those in the later years of their schooling.

The guidance also states that schools and parents should take steps to ensure that children are not spending too long on their electronic devices, they are getting some physical exercise and they should promote their mental well-being.

Private tutoring can still take place but it has to be run by non-profit companies with a physical base in China.

The changes mean that many foreign education companies who ran online zoom-based tutorial lessons have had to shut down.

NB some parents are already getting around these measures by employing live-in tutors!

Sociological Analysis and Relevance to A-level Sociology

At first glance this looks like China finally developing a more child-centred approach to education, like has been the case in Britain for decades, and especially the last 20 years, where safeguarding policies are extremely well established.

This looks like what me might call ‘social progress’ as China moves away from its ‘extreme’ education system – with its very long hours for children in school and with most (75% in 2016) children doing further study after school and at weekends.

Another possible reason behind these changes is China’s Ageing population – after years of policies which restricted the numbers of children families could have (such as the one-child policy) China now has a rapidly ageing population, but people are no longer choosing to have lots of children because they are expensive, partly because of parents having to spend so much money on tutoring due to the highly competitive education system.

By strictly limiting the amount of private tutoring and banning for-profit tutoring altogether, this should reduce the cost of having children and possibly encourage parents to have more children!

This is also an example of reversing the privatisation of education – the Chinese State has made it a lot more difficult for private foreign companies to operate in China – they now have to register through a non-profit Chinese company with a physical base in China. It’s not an outright ban, but has already meant many foreign companies just given up on China.

This also seems to be an example of a reversal of the globalisation of education…with China to restrict access to foreign education companies, preventing money flowing from wealthy Chinese parents out to foreign companies, and is an example of protectionism by stealth.

In the same vein, this is also an example of a move away from neoliberalism.

Find out More/ Sources

China Briefing (2021): Regulatory Clarity After China Bans For Profit Tutoring in Core Education.

Reuters (2021) China Bans Private Tutors from Given Online Classes

Why is China Cracking down on Private Schools?

See this post on a ‘Chinese School Experiment‘ done in the UK for an insight into how ‘extreme’ Chinese education can be.

Disengagement as Evidence of Secularization

Within the secularization debate, disengagement is the process of religious institutions becoming less involved in political and social life. It is the general withdrawing of religious institutions from wider society.

If we take a long term view and compare the role of the church in British society today with its role in medieval times, religious institutions certainly seem to have disengaged from politics and society.

James VI Scotland In the 16th Century for example, church and state were tightly bound together, through the doctrine of the ‘Divine Right of Kings‘. This doctrine was famously developed by James VI of Scotland, also James I of England. It held that the King, who was also the head of state, could only be judged by God, and no other human being.

However, as argued by Max Weber, the spread of Protestantism and especially Calvinism, laid the foundations for the collapse of this tight interweaving of church and state. Protestantism preached that individuals should get to know God personally, which led to more individualistic forms of worship. This in turn led to the decline of institutional religion – people no longer relied on the church for their spiritual sustenance, they could get this themselves in their own way.

This came to a head in the English Civil War of 1641-52, which established the English Commonwealth, and subjected the monarch to the will of Parliament rather than the ‘will of God’. From the mid 17th century forwards, the Divine Right of Kings, and the ‘total union’ of church and state was thus broken.

Although the Church of England still played a prominent role in politics for many centuries, the establishment of the Commonwealth nonetheless laid the foundations for ordinary people being able to challenge the monarch and play more of a role in politics, thus making the church more beholden to the power of a larger number of people rather than just the king.

Over the next few centuries, people became less religious and democracy became more representative, so gradually the church came to play less of a role in politics.

Institutional Disengagement in Britain Today

There is a lot of evidence that the church plays a less significant role in politics and society. 

Even if political leaders have strong religious convictions, they generally keep these convictions out of politics. Tony Blair, for example, was a fervent Catholic, and yet his spin Doctor, Alistair Campbell was adamant that New Labour ‘didn’t do God’.

Some human rights legislation actually outlaws some religious practices on the basis of equality. 

For example, Christians who believe homosexuality is wrong have been banned from being foster parents by the courts. This follows the 2010 Equality Act, which protects individuals from discrimination on the basis of a range of ‘protected characteristics’, one of which is sexuality.

The Church of England has become increasingly critical of government policy, and the government has largely ignored many of these criticisms. 

For example, the C of E has recently criticized the Tories ideological decision to cut spending of public services. it has highlighted the horrific consequences these cuts have had on the poorest sectors of British society. The Tories, being Tories, have just ignored the C of E and carried on harming the poor.

Evidence against Disengagement 

Jose Casonova argues that the trend towards disengagement in Britain and Europe are the exceptions to the global trend. Casonova suggests that globally, there are many examples which show that religion is becoming more prominent in social life. It is especially easy to find examples of religion playing a prominent role in political conflicts globally:

  • The Arab Spring uprisings across Northern Africa and the Middle East
  • The ongoing conflict between the Arabs and Jews in the Middle East
  • The growth of Christian Fundamentalism in the USA.

Casonova effectively argues that since the 1980s, when we look at religion in global perspective, a process of deprivatisation has been occurring.

 

 

 

Stephen Hawking Against Neoliberalism!

Stephen Hawking this week accused the Conservative government of damaging the NHS by slashing funding, weakening the health service though privatization, demoralizing staff by curbing pay and cutting social care support.

Neoliberal policy harming health.jpg

Hawking blamed a raft of policies pursued since 2010 by the coalition and then the Conservatives for enfeebling the NHS and leaving it unable to cope with the demands being placed on it.

“The crisis in the NHS has been caused by political decisions,” he said. “The political decisions include underfunding and cuts, privatising services, the public sector pay cap, the new contract imposed on the junior doctors and removal of the student nurses’ bursary.

Hawking also accused the Tories of ‘cherry picking evidence’ to back up their views that funding cuts were not damaging the NHS…

“When public figures abuse scientific argument, citing some studies but suppressing others, to justify policies that they want to implement for other reasons, it debases scientific culture…One consequence of this sort of behaviour is that it leads ordinary people not to trust science, at a time when scientific research and progress are more important than ever, given the challenges we face as a human race.”

Comments/ Application to Sociology

I thought the news item above was worth summarizing as it’s such a great example a critique of neoliberal social policy – Hawking basically picks up on all the three main aspects of neoliberal policy – deregulation, funding cuts and privatization.

The matter of ‘trust’ is also a very central concept in any sociology of the risk society – Hawking is saying that you can trust scientific research as long as you’re objective about it and take into account all of the data and (appropriately reviewed) studies on the topic in-hand – not enough people are saying this clearly enough, and I think it’s important as it’s a useful antidote to post-truth politics.

As to the credibility of science being undermined when politicians cherry-pick data, this is less likely to happen if more scientists like Hawking get involved in social policy discourse. I mean: who do you trust more: The health minister Jeremy Hunt telling you the NHS is doing great based on studies B, F, AND M, or someone like Hawking telling you that, yes studies B,F, and M tell suggest the NHS is doing OK, but if we also take into account studies A through Z, on balance the neoliberalism is screwing our public health services?

Sources 

The Guardian: Stephen Hawking blames Tory politicians for damaging NHS

 

Neoliberalism in Conservative and New Labour Education Policy (1979-1997)

The resurgence of neoliberalism between 1979 to 1997 resulted in a rolling back of the collectivist principles of welfare state and a return to Victorian era individualsim, a reassertion of the twin pillars of individual liberty defined as freedom to choose and market forces, or the discipline of competition.

Throughout this period, conservative economic policy was reoriented towards the neoliberal agenda of deregulation, privitasation and and liberalisation.

Neoliberalism under the conservative government (1979-1997)

Ball points to six key elements of the conservative (neoliberal) framework for education, the main platform for which was the 1988 Education Reform Act:

  • The establishment of a national curriculum – (What Ball refers to as revisionist – a Victorian fantasy with Britain at the centre as a benign power lighting the way for others)
  • Suspicion of teacher professionalism – accountability and control
  • ‘Teacher-proof’ evaluation – more market information
  • Offering parents choice
  • Devolution of budgets from LEAs to schools
  • Enhancement of roles of governors and headteachers in local management systems.

These elements tied together as a reform package that provided the infrastructure for an education market and the neoliberal vision of the education system focused on market reform, which also had six key elements:

  • Choice for parents
  • Per capita funding meant schools were driven by recruitment
  • Diversity of provision
  • Competition
  • League tables
  • New organisationl ecologies – management modeled on business – focusing on ‘efficient’ use of resources and budget maximisation.

Further features of the neoliberal education system include:

  • A complex infrastructure of testing
  • A discourse of othering – constructing inner cities as a problem in need of correction, for example.
  • The TVEI was also established to reorient schools to the needs of employers. This was intended to make colleges more vocationally oriented, provide job-related training to 14-18 year olds and steer students into boom industries.

 Neoliberalism under the New Labour Government (1997-2010)

When New Labour cam to power in 1997 there were three further shifts or ruptures which were subtle yet distinct inflections of the period of Thatcherism or neoliberalism:

  • A further move in political terms towards the knowledge economy
  • A reassertion of the state as the ‘competition state’
  • A re-articulation of values to new labour values Following Jessop (2002) a competition state ‘aims to secure economic growth within its borders and/or seek competitive advantage for capitals based in its borders’ by promoting the economic and extra-economic conditions necessary for competitive success.

There was a corresponding refocusing of funding so it was increasingly related to performance and competitive success and a move away from public funding to contract funding through private, voluntary or quasi-public bodies.

 Specific policies to drive up standards included:

  • priortiorising literacy and numeracy
  • performance tables were amended to show student progress
  • every school was to be inspected every six years
  • failing schools were to become fresh start schools
  • there were more standards and effectiveness units and task forces

Policy also became increasingly complex/ diverse and dynamic – it talked of culture of success, and the economic imperative became absolutely clear – which represented a change in tone of policy making.

Ball refers to New Labour’s third way as warmed-over neoliberalism. The Third Way preferred a flexible repertoire of state roles and responses (following Eagle 2003) rather than being into market fundamentalism…. but ultimately the aim of the state was not to replace the market, but to make sure it worked properly.

Later on through the agendas of increasing diversification, differentiation and personalisation of learning we see policy being adapted to the interests/ fears and skills of the middle classes.

There was a new emphasis on modernisation, flexibility and dynamism – responding to globalisation – Schools should be innovators

There was a move away from the discourse of the comprehensive school, minimum standards and the start of what Kenway (1990) calls a ‘discourse of derision’ – bog standard comprehensives were stereotypically portrayed as bad – in order to undermine public services.

Sources

Post sumarised from Stephen Ball’s (2013) – The Education Debate

The Privatisation of Education

A summary of endogenous and exogenous privatisation in England and Wales since the 1988 Education Act, and evaluations.

Education in England and Wales has become increasingly privatised since the 1980s. The 1988 Education Act introduced endogenous privatisation through marketisation and New Labour, the Coalition and the Tories since 2015 have pursued exogenous privatisation through setting up academies and getting more private companies involved with running educational services.

This post covers the following:

  • what is privisation?
  • State and private education in the U.K.
  • Increasing privatisation
  • Exogenous and Endogenous education
  • Arguments for the privatisation of education
  • Arguments against the privatisation of education.

What is Privatisation?

Privatisation is where services which were once owned and provided by the state are transferred to private companies, such as the transfer of educational assets and management to private companies, charities or religious institutions.

The UK government spends approximately £90 billion a year on education, which includes to costs of teacher’s salaries, support workers, educational resources, building and maintaining school buildings, and the cost of writing curriculums, examinations and inspections (OFSTED), which means there is plenty of stuff which could potentially be privatised.

Most aspects of education in the UK have traditionally been run by the state, and funded directly by the government with taxpayer’s money, managed by Local Education Authorities (local councils). However, with the increasing influence of Neoliberal and New Right ideas on education, there has been a trend towards the privatisation of important aspects of education, both in the UK and globally. In other words, increasing amounts of taxpayer’s money goes straight to private companies who provided educational services, rather than to Local Education Authorities.

Private and State Education in the UK

The U.K. has always had private schools, also known as independent schools. These are fee paying schools which are entirely funded by the parents (or other wealthy benefactors) who pay annual fees to send their children to them.

Only the very wealthiest of parents (7%) can afford to send their children to independent schools and most parents (93%) rely on state funded education, which is funded tax payers, which has been the case since the Foster Act introduced free education for all children from the age of 10 in 1870.

Successive education acts gradually expanded the scope of state education throughout the late 19th and early to mid 20th centuries and by the 1970s Britain had one of the most broad ranging comprehensive education systems in the world, delivering free education to every 5-16 year old entirely funded and delivered by the state and managed by Local Education (government) authorities.

During this time Independent schools continued to exist and wealthy parents were free to send their children to them if they could afford the fees, so we’ve always had a ‘purely private’ education system, just only available to the minority.

The Privatisation of State Education

When the New Right conservative government came to power in 1979 they looked at State education, thought it was inefficient and sub-standard compared to the quality of education being delivered by independent schools.

They started a process of privatising state education and this process continued under New Labour (1997-2010) and the Coalition Government (2010 – 2015) and has been carried on to the present day under the current New Right Conservative government.

Endogenous and Exogenous Privatisation

Ball and Youdell (2007) distinguish between endogenous privatisation (privatisation from outside) and exogenous privatisation (privatisation within the education system)

Endogenous privatisation involves the establishment of a market in education – giving parents the right to choose which schools to send their children to and making schools compete for pupils in a similar way to which companies compete for consumers.

Exogenous Privatisation involves both British and international companies taking over different aspects of the UK education system, so the government gives money to private companies to run services related to education rather than the state running these services directly.

Endogenous Privatisation

Endogenous privatisation refers to ‘privatisation within the education system’ – it involves the introduction of free-market principles into the day to day running of schools. This is basically marketization and includes the following:

  • Making schools compete for pupils so they become like businesses
  • Giving parents choice so they become consumers (open enrolment)
  • Linking school funding to success rates (formula funding)
  • Introducing performance related pay for teachers
  • Allowing successful schools to take over and manage failing schools.

Broadly speaking endogenous privatisation was achieved through the 1988 Education Act, and was just tweaked to run more efficiently in following decades (for example by allowing successful academies to take over failing schools and by tweaking league tables so that schools couldn’t ‘game’ them).

Refer to the post on the 1988 Education act for the strengths and limitations of this type of privatisation!

Exogenous Privatisation

Exogenous privatisation is where private companies take over the running of aspects of educational services from the state.

Exogenous privatisation is what we’ve seen a lot more of since the New Labour government came to power in 1997 and introduced academies and then went on to outsource a lot of education services to private companies, a process which has been continued since and to the present day.

Examples of exogenous privatisation include…

  • The setting up of Academies. Since New Labour, the establishment of Academies has meant greater involvement of the private sector in running schools. Academies are allowed to seek 10% of their funding from businesses or charities, which increases the influence of private interests over the running of the school, and some recent academy chains such as the Academies Enterprise Trust are run by private companies, and managed by people with a background in business, rather than people with a background in teaching.
  • The Building and maintaining school buildings – Under New Labour A programme of new buildings for schools was financed through the Private Finance Initiative (PFI). Private companies did the building, but in return were given contracts to repay the investment and provided maintenance for 25-35 years. The colleges, schools or local education authorities had to pay the ongoing costs.
  • Running examination systems – The UK’s largest examinations body Edexcel is run by the Global Corporation Pearsons. Pearsons runs the exam boards in over 70 countries, meaning it sets the exams, it pays the examiners, it runs the training courses which teachers need to attend to understand the assessment criteria, and increasingly it writes the text books.
  • The Expansion of the Education Services Industry more generally. This is related to the above point – There are more International Corporations involved in education than ever before – two obvious examples include Google and Apple, both of which are well poised to play an increasing role in providing educational services for a profit.

Arguments for Privatisation

The main perspectives which argue for privatising education are Neoliberalism and The New Right.

The Neoliberal/ New Right argument is that state-run education is inefficient. They argue that the state’s involvement leads to ‘bureaucratic self-interest’, the stifling of initiative and low-standards. To overcome these problems the education system must be privatised, and New Right Policies have led to greater internal and external privatisation.

The main argument for endogenous privatisation is that the introduction of Marketisation within education has increased competition between schools and driven up standards.

The main argument for exogenous privatisation is that private companies are used to keeping costs down and will run certain aspects of the education system more efficiently than Local Education Authorities, even if they make a profit. Thus it’s a win-win situation for the public and the companies.

Arguments against the Privatisation of Education

If private companies have an increasing role in running the education system this may change the type of knowledge which pupils are taught – with more of an emphasis on maths and less of an emphasis on critical humanities subjects which aren’t as profitable. Thus a narrowing of the curriculum might be the result

Stephan Ball has also referred to what he sees as the cola-isation of schools – The private sector also increasingly penetrates schools through vending machines and the development of brand loyalty through logos and sponsorships.

There might be an increasing inequality of educational provision as private companies cherry pick the best schools to take over and leave the worst schools under Local Education Authority Control.

If we want universal education for all in our current very unequal society, the state probably has to be involved in some way. If we abandoned state education altogether and moved to a purely independent school system based on fees then millions of children would get no education at all because millions of parents lack the means to pay fees because they are too poor.

Simon et al (2022) (1) compared for profit early years providers with not for profit early years providers in England and Wales during the period of 2014-2018. They found that private providers were far more likely to have high levels of debt, poor accounting and spent less on wages proportionate to the funding they received from government.

They theorised that for profit nursery chains were deliberately putting nurseries at risk of bankruptcy in order to extract government money to parent companies. (Presumably if the nurseries did go bankrupt the government would just have to bail them out!).

The main perspective which criticises the privatisation of education is Marxism.

Signposting

For more links to my posts on the sociology of education please see this page, which follows the AQA A-level specification.

To return to the homepage – revisesociology.com

Globalisation and Education

This post explores five ways in which globalisation has changed education in the U.K. including increased competition for jobs from people abroad, the increasing influence of global ICT companies, and increasing multiculturalism in education.

Globalisation refers to the increasing interconnectedness between societies across the globe.

Globalisation and Education

Three dimensions of Globalisation

This post examines how economic and cultural globalisation and increasing migration have affected education in the United Kingdom, before we look at the consequences we review these three aspects of globalisation!

Economic globalisation

is the globalisation of trade, production and consumption. Most of what we consume in the UK is produced and manufactured abroad, for example, often through Transnational Corporations, or companies which operate in more than one country, such as Shell. As a result of globalisation we have seen a decline in manufacturing jobs in recent years, because these have moved abroad (to countries such as China) and most jobs in the UK are now in the service and leisure sectors.

Cultural Globalisation

refers to the increasingly rapid spread of ideas and values around the globe. This is mainly brought about as a result of the growth of ICT – communications technology which makes it possible to communicate with people in other countries instantaneously. Cultural globalisation includes everything from the spread of music and fashion and consumer products and culture to the spread of political and religious ideas.

Increasing migration

is also part of globalisation – with more people moving around the globe for various reasons. Sometimes this is voluntary, with people moving abroad for work or education, other times it is involuntary – as is the case with refugees from conflicts or climate disasters. As a result of increasing immigration, the UK is now a much more multicultural society than in the 1950s.

Five ways in which globalisation has affected education in the U.K.

1. Increased competition for jobs abroad meant the New Labour government increased spending on education in order to try and give children skills to make them more competitive in a global labour market. New Labour wanted 50% of children to enter Higher Education, although this goal was never achieved.

2. Part of economic globalisation is the establishment of global ICT companies such as Google and Apple. These powerful institutions are now involved in writing curriculums, and online learning materials for various governments around the world. Thus education is increasingly shaped by Transnational Corporations, who make a profit out of providing these services to government. If you have an exam with the edexcell exam board for example, that would have been written by Pearsons (along with your text book), a global corporation.

3. Increasing migration has meant education is now more multicultural – all schools now teach about the ‘six world religions’ in RE, and we have many faith schools in the UK serving Muslim and Jewish students. In more recent years schools have had to respond to increasing numbers of Polish children entering primary and secondary schools.

4. Increasing cultural globalisation challenges the relevance of a ‘National Curriculum’ – what is the place of the Nation State and the idea of a ‘national curriculum’ if we live in an increasingly global culture. It also challenges what type of history and literature we should be teaching.

5. Finally, the growth of global ICT companies and global media more generally challenges the authority of traditional schooling and possibly teachers. What role does a traditional school model have when you can get all your information for free on YouTube, the Student Room and so on….

Signposting and Related Posts

For students of A-level sociology this material is relevant mainly to the sociology of education topic, and it is also relevant to the globalisation aspect of the global development module.

This post should also be of interest to anybody studying education at degree level, trainee teachers and anyone with a general interest in globalisation and social change.

Please click here to return to the homepage – ReviseSociology.com

Revision notes on globalisation…

If you like this sort of thing and want some more context on globalisation, then you might like these revision notes on globalisation, specifically designed for A-level sociology. 

Globalisation cover

Nine pages of summary notes covering the following aspects of globalisation:

– Basic definitions and an overview of cultural, economic and political globalisation
– Three theories of globalisation – hyper-globalism, pessimism and transformationalism.
– Arguments for and against the view that globalisation is resulting in the decline of the nation state.
– A-Z glossary covering key concepts and key thinkers.

Five mind-maps covering the following:

– Cultural, economic, and political globalisation: a summary
– The hyper-globalist view of globalisation
– The pessimist view of globalisation
– The transformationalist/ postmodernist view of globalisation.
– The relationship between globalisation and education.

These revision resources have been designed to cover the globalisation part of the global development module for A-level sociology (AQA) but they should be useful for all students given that you need to know about globalisation for education, the family and crime, so these should serve as good context.

They might also be useful to students studying other A-level or first year degree subjects such as politics, history, economics or business, where globalisation is on the syllabus.

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