Politics and Policy in Education - Essay Example

? Assessment Cover Sheet ELECTRONIC number Degree Programme BA EDUCATION& EARLY YEARS Year of Study 2 Module 16.1.2012 Module Title Politics and Policy in Education Assignment Title Critically evaluate the role of markets in education Word Count 4826 Name of Tutor Plagiarism Declaration I declare that the work that I am submitting for assessment contains no section copied in whole or in part from any other source unless it is explicitly identified by means of quotation marks. I declare that I have also acknowledged such quotations by providing detailed references in an approved format. I understand that either or both unidentified and unreferenced copying constitute plagiarism, which is one of a number of very serious offences under the University’s Code of Practice on the Use of Unfair Means. (Information on the Code of Practice is available from the online student handbook – www.hull.ac.uk/handbook) ‘Whereas the nation-state, with its mass free public education, universal franchise, and social security policies, promised to guarantee the welfare of the nation, the market-state promises instead to maximize the opportunity of the people and, thus, tends to privatize many state activities and to make voting and representative government less influential and more responsive to the market.’ (Bobbitt, 2002, p. 211, cited in Ainley, 2004: 499). Critically evaluate the role of markets in education. Choose one aspect of educational policy to examine. Politicians have the responsibility to take into account the welfare of the society and therefore education has become one of the first issues for all political parties’ agenda. Education has improved the market outcomes, particularly for the developing countries. Moreover, it has created positive thinking and attitudes, constructive way of socialization, modernization and overall transformation of the societies. In 1960s Higher Education Committee concluded in their report that education contributes towards economic growth (Robbins Committee 1963). After around 30 years in 1990s loans were made available for students to help them with their education, and they were not required to repay this loan until they finish their studies and find a job, even then they were required to pay back the loan by installments. Money was invested in students who in return served the country and empowered the market economy. It also improved the social welfare and the economical and cultural circumstances. World Bank (1986) stressed on financing education in their report, describing education as a social and private investment. Markets and politicians both have realized the importance of financing education and therefore policies have been designed to support education. Markets, on the other hand, contend against free public education. After 1945 United Kingdom became a welfare state and government took the responsibility of health care, insurance, pensions, and child benefits. But with time it was realized that in order to remain efficient welfare system will have to be restructured and therefore nongovernmental organizations started to play a role too in social services (Zaleski, 2006). It was difficult for the government to bear all the social expenses therefore privatization was inevitable. Market became dominant in the economy by giving people license to pursue personal profit. All this made markets more competitive as barriers to entry were removes and everyone was given a level playing field. Mrs. Thatcher argued about privatization and reformation of the trade union. Thatcher's government injected competition and privatization. In Thatcher’s government education moved from being a pillar of the welfare state to being an instrument for a change and developing global market economy (Tomlinson, 2005). National curriculum was inspired from the free market to respond to the diversity of students. Following that the publishing of the league table promoted and motivated competition between schools, which was success for the market forces (Winter, 2000). Thatcher's government created an entrepreneurial culture and introduced loans, Enterprise Allowance Scheme, grants, tax deduction and new training programs in support of private sector ideology (Oswald, 1992). After the Conservative party, the Labour continued to follow market policies. Education system expanded with private contractors, testing, practicing, management, and accountability for education purposes, in addition to preparation for better economy and catching up with global competitions. They believed competition brings appropriate materials benefits to all. The new coalition government developed privatization and gave full freedom to education sector, such as following their own preferred curriculum with minimum government pressure and funding goes directly to schools. Their argument is that individuals are better contributing to the well being of the society if they are given freedom to choose any curriculum they want for their school (Ball, 2008). This assignment will investigate the definition of market and education, markets role in education system in UK and how education system is shaped and dominated by economy, politics, parties’ views and how they are responding to globalization. Following that we will outline how the neo-liberal and neo-conservative policy is affecting schools in UK. We will also discuss quasi markets role, including academies, and how free schools explained the different political parties' perspectives towards quasi market. Finally, we will explore the world of educational entrepreneurship and its impact on country policies and procedures, such as OECD, World Bank, UNESCO and we will also highlight views of different politicians of UK about this. What is Education standing for, and the role of market? Education is the key to economic success, social cohesion and active citizenship. Our future national prosperity depends on the skills and abilities of our people.Britain needs a world-class system of education and training (Hodgson, A. and Spours, K 1999 ). Education plays a vital role in propagating economic knowledge and in responding to international marketing competition. In 2005, Blair, then Prime Minister of Britain declared education is the center of economic policy. Economic success will highly rely on educated people, information rich workplace and keep on learning (Barber, 1998). Political Parties encouraged education for economic competitiveness and productivity. Coven (1996: 151) explained; ‘Education is increasingly subject to the normative assumptions and perceptions of economism.' Global trends, new ‘policy speaks’ play important role in education policy. Privatization, parental choice, accountability and school-based control are accepted all over the world at the present time (Ball, 2008). All government's aims are high-value and high skill economy. A well-educated workforce can achieve this. Politicians and policy makers participate in universities’ work and cooperate to build up their education system to challenge the global competitiveness. Market helps what knowledge driven economy demands and identifies the importance of skill within globalization, this is because it is based on knowledge and information means through computer and communication network. Technological changes are making educated, skilled labour more valuable. Knowledge is now considered to be the main factor for increasing the economical growth and production; consequently, it is focusing on the importance of information, technology and learning how to perform economically. The term "knowledge-based economy" is derived from the understanding of the position of knowledge and technology in modern OECD economies. Free market or simply market is defined as a market where market forces that is buyers and suppliers determine price and there is no intervention of government while firms compete with one and other. The basic underlying principle of market is that everyone enjoys same opportunity to excel without any government intervention. Market’s role provides an appropriate condition for organizations to avail maximum benefit. Alongside with this it brings competition based on quality but which is cost effective (OECD, 2006). This is very crucial when it comes to education because education contributes towards the individual's earnings and expands national income. Economical growth depends on countries' capacity of knowledge- based outcome and use effectively. Education helps people, especially the poor, to increase their income, reduce poverty and upgrade their social class in society (IIEP UNESCO, 2007). Markets allow educational institutions to operate like a private entity with the aim to create profit by attracting customers (students). The first surge of globalization in 1980s-1990s encouraged companies to create borderless value chains but these chains were restricted to low-skilled, low-value work, while almost all higher value activities remained traditional. Companies are attempting to produce a high-value, low cost model to compete for global market share. Globalization means more competition, expansion of the communications networksand exchange information, not just between companies, but also betweendifferent cities, regions, and countries. Also schools are not immune from the effects of globalization. Schools are encouraged to market their own curriculum, such as Montessori’s, Reggio Emilia and Forest school’s style of education system and this marketisation is a feature of schools today all over the world. For instance, training of Montessori Early Years practitioners, Diploma, Montessori distances learning, part-time, full-time courses are available throughout the UK and the rest of the world via private business. Montessori Centre International (n.d.) in London could be one of the example of market’s role and importance of privatization. On the other hand some people believe it brings fear and negative aspects. It is true that it brings new technology, information, makes world countries closer, provides opportunities for international employment, governments work better towards common goals, but on the other hand political, cultural, historical, religious elements are melting down into financial and economical dimensions. It is changing the face of the world and widening the gap between generations and building up a new international culture and value system. Strong countries are able to resist globalization but weak countries nations are changing rapidly because of globalization (Spring, 2009). It is important to understand how in the public sector quasi-market is more appropriate. Free market structure allows free competition but sometimes greed shift the focus from the greater good of the society. Therefore usually quasi-market is considered in the public sector because it allows benefits of both the market structure. The benefit of competition brings efficiency while ownership remains with the government. This is why quasi-market structure is mostly practiced in the public sector. Ideological motivations behind government policies: The New Right-Neo-Liberal and Neo-Conservative Ideology The New Right Milton Friedman is one of the influential economists in the twentieth century. He made significant contribution to economy, free market, and economical freedom and political freedom. He connected capitalism and freedom for the first time proposing freedom for private business; where market is able to make its own decision that can be effective, positive and best for the society. Economic development and free market philosophy underpinned from neo-liberal ideology. Margaret Thatcher was influenced by Friedman ideology, because he acted as an adviser to the Iron Lady. Such influence created the so-called New Right perspective of political ideology. Consequently, Mrs. Thatcher’s version of ‘New Right’ embracing the neo-liberal and neo-conservative ideology came forward. Both parties comprehended the importance of the market mechanism (Winter, 2000). Neo-liberalism is concerned with how human wellbeing can be best achieved by individual enterprising freedom through free market and free trades. Neo- liberal believes that human beings are ambitious by nature, and by allowing people to trade freely will create economic success. The public greater good or community concept was replaced by individual responsibility. According to neoliberalism, market will make a better decision on which business will be more successful and what economic globalization needs. Their aim is to give full power to the private sector and open free market. It implies that, internal and global market should not have interference from the government's regulation (Harvey, 2006). Free trade will benefit both sides by supporting economic inequality through equal opportunities. Governments have to minimize public expenditure, individual responsibilities and privatization to expand economic growth. Instead of supporting social services such as education, government should lead to competition between private sectors through resources or funding. This can be achieved through free enterprise and private business competing against each other to provide a range of services for consumers and bring along quality. Decreasing law and regulations will allow the increase in enterprising. A skilled workplace from a successful private sector could be modeled in the global market. It will raise national income; involve people in solving their own problems and over control economic affairs (Rikowski, 2005a). Neo-liberal project restore schools, with the introduction of academies and free school scheme, which becomes the driving force towards effective privatization of public schools. The standard of most of the state schools has fallen under government control, which led to the sale of state schools to private/ volunteer sector. Such schools are reopened with sponsors as academies. Through history some countries come across similar crises and they follow the same methods. For example in USA, charter school’s opened. Non-national curriculum stage took over, whereas test system was introduced and result was published, also parents had the freedom to choose a school for their children (Fortin, 2000). Neo-Conservative ideology Neo-conservative believes human beings are cooperative and need to support society, they claim that the states play an important rolein promoting the welfare of all societies. Upholding standards and traditional values should not be left to the free market for the welfare of everyone in the society. Keeping traditional family, culture and education is vital for neo-conservatives dimension. Government has the control and the responsibility of; for example, education and healthcare. Rampant capitalism will bring inequalities, injustice in the local community and grouping of people in society, according to neo-conservative. They advocate free markets but they do not advocate capitalism fully. They call for some state control so that interests of the lower classes can be secured. It will also protect environment, market, media, and education system and prevent the growth of multiculturalism in British society, keeping Britain developed country without liberal permissiveness (Conservative party). The Conservatives’ education principles would allow running Sweden Model Free School within the state sector without making profit from the state school. Education policies and Reforms in Britain Thatcher's government created an entrepreneurial culture and introduced loans, Enterprise Allowance Scheme, grants, tax deduction and new training programs in support of private sector ideology (Oswald, 1992). The marketization of education started with Thatcher’s government, such as the 1988 Education Reform Act, which was passed by the conservatives. Thatcher's Conservative government in the 80s and 90s introduced the new reform called “market mechanism” into the UK and the 1988 Education Reform Act introduced quasi- market approach in the education system. The aim was, by introducing choices into schools will increase quality and competition between schools. This gives parents to choose a suitable school for their child, besides this, parents were able to participate in school governing bodies. Lady Thatcher also ended free school milk in 1971 which was repealed by the present government and Nursery Milk Scheme for children under five years old was introduced (BBC, 2011). The Education Act 1980, student grants are increased from ?380 to ?1,430 it was a big chance for middle class children to get more benefit. In 1984’s the Education secretary offered contribution from parents for tuition fee. In 1989 the government freeze grants and introduced student's loans. In 1981 a Special Education Act gave opportunities to be educated in ordinary schools, and schools have to provide their students' needs (Tomlinson, 2005). According to Institute for Education research showed that University's admissions fees had increased by 24.4 per cent during Mrs. Thatcher’s government time and also Public funding for Higher Education grew from ?1.1 billion to ?3.9 billion (Full Fact Team, 2010). Financial control moved from Local Authority to the school management’s in an attempt to raise the standards. Public services were reconfigured and ‘marketised’ within ‘quasi-markets’, which means control was moved from monopolistic state to a private provider, whereas created a competition between providers during the rule of conservatives. Quasi-market attempts to combine the benefits of both free markets and public sector by offering choices such as privatization, franchising, management contracts etc. Private sector had the authority to decide upon the interest of the consumers and respond their needs. Also providing new opportunities related to the country's social profitability and welfare services (Fortin and Hassel, 2000). Quasi-Market in school based in education role is vital in England. New types of school was introduced such as, Technical colleges and establishment of specialist school who are based on specific subject area such as, art, sport and languages are also able to modify their curriculum to suit the consumers need. Employer’s criterion for employability is skill and knowledge. Knowledgeable people can understand the commercial world better and can makes productive contributions. According to the results from schools, universities start teaching real world examples, oral presentations and projects to develop independent learning skills. Also policymakers developed different techniques to show the effectiveness of school to parents. It is called ‘league tables’ showing children's achievement scores, which is the primary interest to all parents (Ball, 2006). United Kingdom’s social and economic policies shifted from Keynesian welfare state to the neo-liberal post-welfare state since the 1980s. The British educational system is changing consistently since the late 80s. In the 90s the Conservatives and the Labour parties wanted a greater control of education and introduced privatization. The marketization of education was then extended by New-Labour introduced further reforms, created a market-orientation education system in UK (Gewirtz, 2002). More choices of market agenda shaped school’s policy because of inefficient teachers, teacher-centered education, unresponsive to the community (because parent did not have option to choose best school for their children). Market brought up new argument that effective, responsive and quality education starts with personal and parental school choice. Neo- Liberal society created individual and competitive market place (Robertson, 2000). Individualism and privatization was not accepted within the society because the center was moving from the community and the society to the individualism. Tomlinson (2001) cited, some schools did not overcome high score, therefore low-test result schools did not get enough enrollments, and children below the achievement grades were accepted. According to Ball and Gewirtz, these result increased social class differentiation in school and within the society. Old Labour's Education Policy outlined comprehensive schooling, extension of educational opportunities; such as Open University and giving power to local communities over school. However the opposition of the New Labour changed some traditional policies in 2001 green Paper Policy; through marketization'specialist schools’ such as art, sport, business etc. encourage diversity in society. Schools started to work collaborate with new partnership, and private sectors were involved. It gave opportunities to faith groups, private and voluntary sector, who can establish new schools fully funded by state. In UK privatization and funding takes many different forms, such as: Free School, Academies, and Pupil Premium and Educational Maintenance Allowance. Within 2002 Education Act and 2005 Education White Paper, schools were unable to function as a little businesses. Also they were able to sell educational services to other schools (Rikowski, 2005a). In 1999, Educational Maintenance Allowance (EMA) offered extra support for children from disadvantaged background with mean-tested allowance if they stay in full time education. It encouraged students to continue their education (Machin and Vignoles, 2006). The coalition government scrapped EMA, youth work funding was reduced and many quangos were abolished. The coalition government in 2010 introduced new agreement such as Academies, Free Schools, Pupil Premium and schools were able to apply for academies or free schools (Adams, 2011). Free Schools are based on Sweden and American styles of educational system. It is a school projects cover rural areas where educational standards are under achievements. That was part of David Cameron’s “Big Society” project, which has permitted charities, families, teachers and faith groups, who has an inspiring and clear vision to run their programs in England. These organizations pointed out how they are going to run their programs based on supportive ethos, which has to meet the local needs, and explaining the way they are going to serve the community effectively. Government pays all refurbishing cost or providing schools, which are not using local authority(Harrison, 2011).Their purposes are very similar to academies, free from curriculum, staff pay, schools opening hours etc (The Economist, 2011). In America school building could be leased from the landlord, while in Sweden companies are allowed to make profit, and in England government pays the for the premises Some primary and secondary schools' head teachers feel that projects are part of the political parties' deception. They emphasized that schools are not for gaining money, because this will lead to exclusion within the community and also it will give a negative impression about local schools, which are already running by the local government. Liberal Democrats believe that it will open a wider door for business, and this enables them to get power over educational system in England (BBC, 2011). Pupil Premium introduced in 2011, which is additional schools funding for disadvantaged children and pupils from low-income background. The main purpose was to narrowdown the educational attainment between the rich and poor. Schools are able to receive ?488 for each pupil who is eligible to receive free school meals. The School is free to decide where it is more feasible to spend this money. At the beginning, there was no control over where that money isused; also there were no guidelines in place. From the following year the government will require from the school to produce evidence on how this money has been used effectively, also to a performance table on how the school contributed towards equalities and narrowing the gap between the wealthy and disadvantaged children (DfE, 2011). Academies are state maintained schools but they run independently. In 2000 the Labour government announced, at the beginning to replace only failing schools in disadvantaged areas via private funding in England and dedicated Schools Grant funds to academies. Also private sectors required contributing. They were set up as companies limited by guarantee, Focused on schools, which under below the national average, provide quality education especially in rural estate and promote diversity. They were publicly funded independent schools. Academies are different than state schools. The Department of Education explained the benefits of becoming academies is; being freed from the local authority, free from national curriculum, sets own conditions for staff; employ new staff with own pay rates, terms and condition. Managements are able to change the schools opening days. Secretary of State for Education, Michael Gove, invited all schools to become academies (DfE, 2010). Ofsted rates “Outstanding’ schools application process will be shortened, he promised. School gets freedom to spend their own budget, under LSM. Head teachers and teachers will take over the power, Michael Gove stated: 'The Government is genuinely committed to giving schools greater freedoms. We trust teachers and head-teachers to run their schools. We think head-teachers know how to run their schools better than bureaucrats or politicians (DfS, 2010). Outstanding rated school does not need any sponsor but others will. For an example, Lord Harris of Peckham, Microsoft, and United Learning Trust sponsors some of the schools. Naturally, some opposition from the unions thought, headteachers reported in the media that they wanted them to be controlled under local authority. Philip Parkin, Conservative parties Voice general secretary believed that it is controversial and unrealistic. Becoming an academician will not solve problems nor will it get success through dedicated leadership. They believe, rather than changing status, focus on leadership, management, and positive relationship with community and supporting all kind of family problemsis vital. Every child deserves good quality education through local education. Some small local school needs extra support, enabling them to be academia may fail them Also another opposition thought from Alasdair Smith, secretary of the Anti Academies Alliance emphasized that it will group education system widen the gap between social classes and Academies will be structurally elitist, and possibly financially better off. Add in to this equation a growth of new "parent-led" schools and you create a sharply divided, socially segregated system (Shepherd, 2010). Another objection form Liberal Democrat, schools spokesman David Laws mentioned; Primary schools should have greater freedom to innovate but that the Conservative plan for primary academies would apply to too few schools (Wheler, 2009) However, Chris Keates, secretary of NASUWT, the Teachers’ union; "These plans are the naked marketisation of education and will place thousands of children and young people at the mercy of private, voluntary and independent providers" (NASUWT,2008). Mostly school staffs that are in the union oppose the academies; they feel it is unsecure and conditioning policy (Anti Academies Alliance, 2011). Contrary to that academies see market in schools and academies are a huge capital injection. There is two-way argument, which can be discussed; first, if the privatization of education will create separation and widening gap within the society, this means inequality in education will increase; consequently unequal education will affect national development. However, if the school will continue education with the same teachers and head master, how would they achieve success? This will only help private sectors get benefit and profit. On the other hand if the ofsted reported of that school is ‘Outstanding’, this means that the school is able to achieve success. So if that school is successful, does it need to be run by private sector? It would be more beneficial for the school to concentrate on the overall performance of the teachers, continuing with the high standard of teaching, depth of knowledge and skill and this will lead to quality education. This was also stressed in The Key Elements of Effective Practice (2005), which required practitioners to understand, implement and reflect on the curriculum. Looking at the Positive perspective, through privatization of school, if the citizens improve their values and economical efficiency during the early years of life, this will affect the countries’ overall economical wellbeing and make sure to take part in the world market and have the right to make recommendation. At the same time, it will affect student's morale positively and subsequently it will increase productivity, change students' view of life and it will produce a healthy generation. It is the Government's role to control both sides efficiently for better, wealthier countries. Also it was mentioned in the ' Rights of the Child Convention' that it is a responsibility to educate young people, and it is their right to be helped in developing their capacities and provide them with equal opportunity to participate in the society (DfE, 2011). The Organization for Economic Co-operation and Development (OECD) has been promoting the Marketization of school system. Any policy which is promoted by (OECD) and believed that it will improve people's economic circumstances is; a global agenda. At the same time the European Union is promoting education for global economic growth. In a long term period, the government parties' points of views have evolved. Allied with Milton Friedman, Thatcher’s conservative party moved to neo-liberal thought, while at present day’s Cameron’s government is keeping their traditional thinking. Thatcher argued in favor of individualism, quality education was under market control. Cameron's government on the other hand, argued in favor of “Big society” and support schools to increase the quality of working with private sectors, also taking an example from the global market (Boughen, 2011). But this has increased the cost of education substantially in the country. However in 2010, David Cameron promised for equal and better higher education, improving workers with skill and promotes good jobs, create work pairing and apprenticeship. However, the present coalition government failed to achieve all these promises. The Guardian declared (October, 2010) that UK university application for September 2012 has plummeted by 12% because the tuition fee has risen up and that discouraged students. The situation proves that they did not keep promises, and these promises are changeable depending on expediency. England education system was changed dramatically for the last two decade, certainly neo-liberal and neo-conservative political reformation role had a tremendous impact. Different policies and acts where introduced. These changes include The Education Act of 1980 and 1981, Test examination introduced; SAT and GCSE, extra grant are set for disadvantaged pupils, includes Educational Maintenance Allowance and Pupil Premium.Teacher- center or under government pressure; education was replaced with school privatization, free from curriculum, student and parent were given the choice about which school they would like to attend. Academies and Free schools are appropriate examples for England, announced by the Department of Education to groups, charities, families setting up new services for pupils. Countries and international market focused on employability and economic productivity. Governments and companies performance related pay scheme was proved and has grown sharply since the 1980s. England has to compete for high standards of work (Beaumont, 1993). Nowadays market is not controlled by single market ideology when it comes to education rather ‘quasi market’ structure exists which has increased competition between schools. . For providers to bring quality, efficiency, innovation and provider responsiveness and decreases in cost, release governmental responsibility. Unexpected announcements were made by the coalition government about higher tuition fees which will be charge from September 2012. This news had a significant impact on all students. Protestors are still continuing about tuition fee and already the university enrolment rate declined (Ramsden, 2010). Markets still feature prominently in the educational sector of UK because it is vital to fight off the evils of inefficiencies. Government control can create inefficiencies in the market and therefore market will have to play its role. The recent increase in tuition fees is an example of how market plays its role in UK educational system. Government cannot take full responsibility of education of its entire citizen and therefore it will have to give way to private sector to play its part. Today the financial health of our government is not such that it can take care of education on its own and therefore market role is increasing in the public education sector. The role of market will continue to grow in future as well in the educational sector of UK. References: Adams, P. (2011) Unpublished lecture notes from Politics and Policy in Education. University of Hull. Anti Academies Alliance. (2011) Montgomery primary school strikes against academy proposal [Online]. Available: http://antiacademies.org.uk/2011/12/montgomery-primary-school-strikes-against-academy-proposal/ [Accessed 23 December 2012]. Ball, S. (2006) Educational Reform, Market Concepts and Ethical Re-tooling, in: Education Policy and Social Class: The Selected Works of Stephen J. Ball. London: Routledge. Ball, S. (2008) The Education Debate. 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Winter, A (2000) 'The 'New' Right: Definition, Identification, Differentiation'? Sociological Research [Online], 5(1). Available: http://www.socresonline.org.uk/5/1/winter.html. [Accessed 5.1.2012]. World Bank (1986) Financing Education in Developing Countries: An Exploration of Policy Options [online], Washington D.C.: The World Bank.Available: ttp://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED281800&ERICExtSearch_SearchType_0=no&accno=ED281800 [Accessed 23 December 2012]. Zaleski, P. (2006) Global Non-governmental Administrative System: Geosociology of the Third Sector, In Gawin, Dariusz & Glinski, Piotr ed. "Civil Society in the Making", Warszawa : IFiS Publishers BA Education Suite – ASSIGNMENT FEEDBACK SHEET 1011 Module No: Module Title: Politics and policy in education Task No1: 1 Student No: Year of Study: 2 Comments by first marker Name: Date: Jan 2012 This is a very difficult essay to read. There are many occasions where words run into each other, other occasions where the tense is wrong, other occasions where your spelling is poor and other occasions where the structure of the sentence means that there is no sense. You must ensure that you proof read your work much more carefully and succinctly. Also, you need to ensure that you speak with study advice and disability services to gain their support. This said there are moments when your writing is just about understandable and you make some interesting points. You chart the rise of neo-liberalism and neo-conservatism and you mention the ways in which New Labour continued with some of these plans. This shows that you have a passing acquaintance with the literature and that you are able to make some connections for an essay of this type. You also make some pertinent points regarding markets in general in you opening section, again showing that you have understood that which you have read. As an introduction this was far too long however. For the structure of your essay, I think you would have benefited from a reappraisal. Firstly, you needed to discuss what is meant by a market and how in the public sector it is more usual to consider a quasi-market. This would have led nicely into the sector reforms introduced by the Conservative governments of the 1980s and 1990s, culminating in an understanding as to what New Labour inherited. You could have then explored New Labour’s legacy, including the legacy of league tables and academies which you do mention. This would have led you up to the current government. It would have been easy then to have discussed the current proposals, finishing off with a conclusion as to how and why markets still feature so prominently. Overall, then, you need to concentrate on two things. Firstly, your use of written English; seek help for this. Secondly, you need to better structure your work. Pay attention to these things and I believe your work will improve. Recommended First Mark: 32% Comments by second marker Name: Date: Feb 2012 This was a frustrating essay because it was really clear to see that you had put a lot of time and effort into reading a wide variety of relevant and interesting sources and all the ‘right’ information seemed to be included however it was extremely difficult to know overall whether the way you were using it made sense in relation to the set question. Addressing your written English, particularly structuring sentences, is therefore extremely important in order to go and improve on your marks in the future. As the first marker says, do make sure you visit study advice as they are there to support you in such matters. The Remember to double check that you are including the right dates/time frames when discussing policies, historical figures or sources as this can detract from work and lose you marks. Your referencing is largely on the right lines although remember to always include page numbers when including direct quotes and remember you do not need author initials when citing in the body of your text. I also got a little lost in terms of the development of your argument as it didn’t always follow a logical structure so ensure you plan out a coherent and logical structure that is akin to the development of an argument and then ensure you guide the reader through this argument by using signposts that explicitly outline how what you are including helps address the question. I do see that with some help with your written English however, marks will improve. Recommended Second Mark: 32% Comments by moderator (if appropriate) Name: Date: Agreed Internal Provisional Mark: 32% Assignment Weighting: THIS MARK IS PROVISIONAL AND IS SUBJECT TO VERIFICATION BY THE APPROPRIATE MODULE BOARD 1 If more than one component L5 Knowledge and Understanding Focus, content, understanding, accuracy Intellectual Skills 1 Structure, planning, organisation Intellectual Skills 2 Argument based on evidence, criticality, judgement, explanation Professional/Practical Skills 1 Identification, access and use of sources. Use of Harvard conventions Professional/Practical Skills 2 Methods of enquiry. Linking theory to practical and/or professional contexts Transferable Skills Presentation. Use of English. Use of ICT. Reflection on abilities. Setting and meeting personal targets 80-100 1st Work in this category would show a very good grasp of all essential aspects with no errors or omissions. It would be strong in reflection, criticality and clarity with a coherent structure and logical line of argument. A wide range of appropriate literature would be used, consistently and suitably referenced. The style would be academic, professional and fluent with no errors in use of English. 70 – 79 1st Strong focus on assignment title. Effective disciplined management of relevant material. Very good grasp of essential aspects of the topic. Very good treatment of theories, principles and concepts. ? ? Very good structure. Shows strong qualities of clarity, logic and ability to synthesise material. Very well planned. ? ? Shows good insight and reflection. Demonstration of ability to analyse critically and weigh evidence. A convincing line of argument supported by reference to a range of relevant evidence. Very good judgements and explanations are demonstrated. ? ? Strength in ability to identify, access and use up to date sources. Goes beyond recommended texts. Accurate use of the Harvard conventions. Wide range of sources applied to support argument. ? ? Good ability to use and justify appropriate methods of enquiry. Very good ability to apply a range of principles and concepts to practical or professional contexts. ? ? Very well-presented overall. Style is fluent, scholarly and fit for purpose. Ideas expressed clearly and coherently for overall understanding. Very good reflection on abilities. Good use of ICT where relevant. ? ? 60 – 69 2:i Focus on assignment title. Disciplined management of material. Good grasp of essential aspects. Good treatment of theories, principles and concepts within given contexts. Minimal errors and omissions. ? ? Good structure. Shows qualities of clarity, logic and ability to synthesise material. Well planned. ? ? Insightful and reflective. Demonstration of a willingness to analyse critically and weigh evidence. Appropriate development of an argument based on relevant evidence. Explanations and judgements are clear and effective. ? ? Very good ability to identify access and use a range of information. Correct use of Harvard conventions. ? ? The ability to use and justify appropriate methods of enquiry. Good ability to apply a range of principles and concepts to practical or professional contexts. ? ? Well-presented. Style is fluent, scholarly and fit for purpose. Ideas clearly expressed and understandable. Minor proof-reading errors. Very good reflection on abilities. Good use of ICT where relevant. ? ? 50 – 59 2:ii Focus on assignment title present but content may be diffuse. Competent grasp of main essential aspects. Some treatment of theories, principles and concepts within given contexts. A small number of errors and omissions. ? ? Competent structure. Effective organisation of material with some degree of complexity present. ? ? Shows some reflection and criticality. Evidence of some attempts to sustain an argument. Few assertions made. Explanations and judgements are logical. ? ? A good ability to identify and access essential information sources. Mostly correct use of the Harvard conventions. ? ? Ability to use appropriate methods of enquiry. Ability to apply principles and concepts to practical or professional contexts. ? ? . Good presentation. Style is fluent and fit for purpose. Ideas understandable. Some proof-reading errors. Good reflection on abilities. Good use of ICT where relevant. ? ? 40 – 49 3rd Assignment identifies and explains some essential aspects but some material not relevant. Some attempt to employ of theories, principles and concepts within given contexts. ? ? Satisfactory structure. Some sense of progression in the organisation of the material. ? ? Concentration on factual or general issues with limited critical sense. Descriptive rather than analytical. Awareness of argument but lacking coherence. Assertion much in evidence. Explanations and judgements are adequate. ? ? An ability to identify, access and use sources of information. Some correct use of the Harvard conventions. ? ? Some ability to use appropriate methods of enquiry. Some ability to apply principles and concepts to practical or professional contexts. ? ? Acceptable presentation throughout. Generally, style is fluent and fit for purpose and ideas are understandable. May have some errors of grammar, spelling and punctuation. Adequate reflection on abilities and use of ICT where relevant. ? ? 35 – 39 Compensatable Fail Assignment identifies and attempts to explain some of the essential aspects but may include irrelevant content and a large number of errors and omissions. No/limited attempt to employ theories, principles and concepts. ? ? Limited structure. Main points are not cohesively linked. Very little evidence of planning. Some attempt at organisation. ? ? Very limited critical awareness and argument. Largely descriptive. Assertion is strongly in evidence. Little awareness of key issues. Explanations and judgements are insufficient. ? ? *Limited ability in the accessing and use of sources of information. *Limited use of the Harvard conventions ? ? Limited ability to use appropriate methods of enquiry. Limited ability to apply principles and concepts to practical or professional contexts. ? ? Presentation may be poor in parts. Style fails to make ideas understandable and/or is not fit for purpose Errors of grammar, spelling and punctuation. Limited ability to use specified ICT appropriately for task. Limited capacity to reflect on abilities. ? ? 1 – 34 Fail Irrelevant content or little or no coverage of main essential aspects. Very many instances of incoherence, inaccuracy or lack of understanding. ? ? Very weak structure/no structure. Material lacks coherence and progression. No evidence of planning/ work is incomplete. ? ? Perfunctory. Little or no critical awareness. Mainly assertion. Work is inconclusive and unconnected. Many errors of judgement. ? ? *Incomplete use of information sources. *Inaccurate or no use of Harvard conventions. ? ? Almost no evidence of ability to use methods of enquiry or to apply principles and concepts to practical or professional contexts. ? ? Poor presentation. Work lacks fluency and style is not fit for purpose. Fails to make ideas understandable. May be many errors of grammar, spelling and punctuation. Limited ability to use specified ICT. Little capacity to reflect on abilities or set and meet targets for personal learning. ? ? *NOTE: Failure to use accurate referencing may result in the tutor deciding to give a “fail” grade irrespective of the other criteria above. Where weightings have been ascribed to aspects above, this will be clearly indicated in the specific assignment guidance. The University of Hull Grading Criteria Level 5 ? First Marker ? Second Marker Revised May 09 Read More