Item A
Businesses compete with each other to attract customers. Another route to success for businesses is to provide unique products for their customers.
The introduction of marketisation policies into the state education system means that schools are run like businesses.Applying material from Item A, analyse two ways in which marketisation policies have led to schools being run like businesses.
AQA
A Level
2024
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Introduction
This essay will analyse two ways in which marketisation policies have led to schools being run like businesses. It will draw on material from Item A, which suggests that schools compete with each other to attract pupils and offer unique products for their customers. This essay will discuss the ways in which schools compete for pupils through league tables, and how they differentiate themselves through unique specialisms and faith-based curriculums.
Competition and League Tables
One way in which marketisation policies have led to schools being run like businesses is through the use of league tables. As Item A suggests, businesses compete with each other to attract customers, and schools are now operating in a similar market. They compete for pupils by striving to achieve high rankings in league tables, which are based on exam results. Schools with higher positions in the league tables are seen as more desirable, leading to an increase in demand for places. This creates a competitive environment where schools are pressured to improve their performance to attract pupils.
The emphasis on league tables has been criticised by some sociologists. They argue that it leads to a focus on maximizing exam results at the expense of other important aspects of education, such as creativity and personal development. Additionally, it can exacerbate existing inequalities by disadvantaging schools in deprived areas with limited resources. This is because schools in more affluent areas tend to have a higher proportion of students who achieve good exam results, which gives them an advantage in the league tables. This can create a self-perpetuating cycle of inequality, where successful schools attract more resources and pupils, while struggling schools continue to struggle.
Differentiation through Specialisms and Faith-Based Curriculums
Another way in which marketisation policies have led to schools being run like businesses is through differentiation. As Item A suggests, businesses can succeed by providing unique products for their customers. In the education market, schools are now differentiating themselves by offering unique specialisms or faith-based curriculums. This allows parents to choose schools based on their preferences for their children's education.
The introduction of specialist schools, for example, has led to a greater focus on specific subjects such as science, technology, engineering, and mathematics. This can be seen as a positive development, as it provides opportunities for students with particular talents or interests to excel. However, it can also lead to a narrow curriculum that neglects other subjects, and it may disadvantage students who are not interested in the specialist subject. Faith-based schools are another example of differentiation. These schools offer a religious education and often have a strong sense of community. While this can be appealing to some families, it can also lead to social segregation and exclusion. This is because faith-based schools may attract pupils from specific religious groups, which can limit their interaction with students from other backgrounds.
Conclusion
In conclusion, marketisation policies have led to schools being run more like businesses in a number of ways. The use of league tables has created a competitive environment where schools are pressured to improve exam results to attract pupils. Additionally, schools are differentiating themselves by offering unique specialisms and faith-based curriculums, which allows parents to choose schools based on their preferences. While these developments can have some positive outcomes, there are also significant criticisms. The focus on league tables can lead to a narrow curriculum and exacerbate inequality. Differentiation can result in social segregation and limit students' exposure to diverse perspectives.
Marketisation of Education: Turning Schools into Businesses
Marketisation policies, introduced by the Conservative government in the 1980s and continued by subsequent governments, have significantly altered the landscape of the UK education system. By introducing elements of market forces, such as competition and consumer choice, these policies have undoubtedly led to schools being run more like businesses. This essay will analyse two key ways in which this shift has occurred, focusing on the competition for students and the development of unique selling points.
Competition for Students: The Rise of League Tables and Marketing
Item A highlights that "businesses compete with each other to attract customers," and this is precisely what we see happening in the education sector under marketisation. The introduction of league tables, which rank schools based on exam performance, has created a climate of intense competition. Schools are acutely aware that their position in these tables directly influences parental perception and, consequently, their student intake. Higher ranked schools, perceived as "successful," become more desirable, attracting more students and, in turn, greater funding.
This competition for students has also led schools to adopt traditional business marketing strategies. Prospectuses are meticulously crafted to project a positive image, open days are strategically planned to impress prospective students and parents, and some schools even invest in targeted advertising campaigns. This focus on marketing and attracting students mirrors the behaviour of businesses vying for customer loyalty and market share.
Developing a Unique Selling Point: Specialisms and Niche Markets
Item A also states that businesses succeed by "providing unique products for their customers." In the education market, this translates to schools developing distinct specialisms to differentiate themselves and attract specific segments of the student population. The introduction of specialist schools, focusing on areas like arts, technology, or languages, exemplifies this trend. By offering a curriculum tailored to specific interests or career aspirations, schools can carve out niche markets and appeal to parents seeking specialized educational opportunities for their children.
Furthermore, faith schools also represent a form of unique selling proposition. By catering to specific religious communities, these schools provide an educational experience aligned with particular religious values and ethos. This appeals to parents seeking an education grounded in their faith, further illustrating how schools, like businesses, adapt their offerings to cater to distinct consumer preferences.
Conclusion
In conclusion, marketisation policies have demonstrably led to schools adopting business-like practices. The introduction of league tables has fuelled competition for students, resulting in schools employing marketing strategies to enhance their appeal and attract "customers." Moreover, the development of specialisms and the existence of faith schools highlight how schools differentiate themselves, offering unique "products" to appeal to specific segments of the "market." This shift towards a market-driven approach has undeniably blurred the lines between educational institutions and businesses, with significant implications for the ethos and equity of the education system.
Item A
Businesses compete with each other to attract customers. Another route to success for businesses is to provide unique products for their customers.
The introduction of marketisation policies into the state education system means that schools are run like businesses.Applying material from Item A, analyse two ways in which marketisation policies have led to schools being run like businesses.
Free Mark Scheme Extracts
Answers in this band will show good knowledge and understanding of relevant material on two ways in which marketisation policies have led to schools being run more like businesses.
There will be two developed applications of material from the Item, eg schools compete with each other to attract pupils by ensuring that they have a high position in the school league tables; schools may offer a unique specialism or faith based curriculum which allows school choice based on parental preference.
There will be appropriate analysis / evaluation of the two ways, eg the supply and demand for school places reflects the New Right view that successful schools should expand; lack of demand for places leads to less revenue for schools lower in the league tables.
Answers in this band will show a basic to reasonable knowledge and understanding of one or two ways in which marketisation policies have led to schools being run more like businesses.
There will be some successful application of material from the Item, eg competition between schools means that they must spend a larger proportion of their budget on marketing activities.
There will be some analysis / evaluation.