Quasi-markets in education: the case of England
Abstract
It is several decades since a number of governments around the world began to increase the role of market forces in education. Several reasons can be put forward for such a radical transformation of education provision, particularly in the provision of primary and secondary sectors. First, the view that educational outcomes had plateaued, in the UK case starting from the early 1970s and continuing to the mid-1980s. Too many young people, it was argued, left compulsory schooling with few or no qualifications – the so-called ‘long tail of low achievement’, giving rise ...
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