• Introduction: The Nature of Globalisation: Summary
• Globalisation and Education Policies: General
• Globalisation Political Parties and Ideologies

Part Two

• Globalisation, Education Policy and Quasi-Marketisation
• Quasi-Marketisation, Endogenous Privatisation and Exogenous Privatisation
• Vocational Education

Part Three

• Globalisation and International Comparisons of Educational Effectiveness: Tests: PISA, TIMMS and PIRLS

Part Four

• Globalisation, Immigration and Education
• Education and the Prevent Strategy
• Coronavirus, The State and Globalisation

Part Five

·        Globalisation and Education Policies: Some Summary Criticisms

Part Two

• Globalisation, Education Policy and Quasi-Marketisation
• Quasi-Marketisation, Endogenous Privatisation and Exogenous Privatisation

·        Vocational Education

From the late 1970s onwards the process of globalisation resulted in intensified international economic competition, and it became clear that if countries were to thrive, they would need to maintain and if possible, improve their economic competitiveness if they were to maintain and improve employment prospects and living standards. At this time governments of the UK and the USA came to believe that reliance on the principles of neoliberalism offered the best prospect of economic progress and so they embarked upon policies such as privatisation, business deregulation and tax reductions and also on policies involving the quasi-marketisation of the public sector including the quasi-marketisation of education sector. In the UK the neoliberal policies introduced by Conservative Governments between 1979-97 were to some extent retained albeit with some important modifications by subsequent Labour, Coalition and Conservative Governments.

However, it should be noted that all governments face considerable practical constraints and that such constraints forced all UK governments  to some extent, pragmatically rather than entirely in accordance with neoliberal ideology.

 We should note that the education policies which were introduced in the UK in fact differed as between England, Scotland, and Wales because of the political effects of devolution and that this indicates that English education policies did not derive from the effects of globalisation per se but from the responses of governments heavily influenced by neoliberalism to the globalisation process.  You might like to consider, for example, how a hypothetical radical left wing UK Government might have responded to the globalisation process. Surely not with a programme of mass academisation?

Please note that I have included the rest of the Part Two materials on Quasi- Marketisation Privatisation and Vocational Education as stand- alone pages elsewhere on the site. You may access these materials here and here

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Or visit  Part Three