Policy reform and policy Sample Clauses

Policy reform and policy amnesia in England Making sense of post-16 education as a critical policy environment, therefore, requires viewing the policymaking process as an on-going, constant and contested process. As such, it is useful to consider the broader policy forces at work in education policy in England before moving on to consider the specific trajectory of post-16 policy making. Here, the work of Xxxxxxx Xxxx and many others has been shaped by the emergence of a neoliberal policy agenda that has driven reforms over the last 30 or so years (Ball 2016; Xxxxx at al. 1993; Xxxxxxx and Husbands 2001; Grek 2009). The literature exploring the rise of neoliberalism in education is now substantial and ‘neoliberalism’ has become ‘one of those terms which is so widely and loosely used that it is in danger of becoming a detached signifier’ (Ball 2012, p.18). Here, following Ball, neoliberalism is taken to mean: a complex, often incoherent, unstable and even contradictory set of practices that are organized around a certain imagination of the “market” as a basis for the universalisation of market-based social relations, with the corresponding penetration in almost every single aspect of our lives. (Shamir 2008, p.3). Xxxxxxx Xxxxxx identifies the 1988 Education Act as a turning point in implementing this agenda (2008, p.670). Xxxxxx comments that Xxxxxxxx’x government has ‘had a lasting legacy…bringing about the commodification of education’ (2011, p.4). Moreover, Xxxx suggests, this agenda has created a discourse based on the hard logic of a performance culture, where ‘an organisation will only spend money where measurable returns are likely’ (Ball 2003, p.223). The social context for this rise in neoliberal policymaking across the industrialised countries has been well described by Xxxxxxxx Xxxxx (1998). He identifies several common themes that informed education policy reform from the 1980s onwards, which include: (i) education reform happening in relation to economic needs; (ii) influential criticism of schools emanating from the corporate world; (iii) an increasing scrutiny of the efficiency of teachers; (iv) increased decentralisation and school-based autonomy combined, paradoxically, with a culture of achieving centrally driven targets; (v) creating performance and accountability measures to make education operate more like a market economy; (vi) the promotion of standardised testing and outcome-focused assessment practices. The critical point about this neoliberal policy agend...
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