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The Development of the City Technology College Programme: 1980S Conservative Ideas About English Secondary Education

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The Development of the City Technology College Programme: 1980S Conservative Ideas About English Secondary Education The London School of Economics and Political Science The Development of the City Technology College Programme: 1980s conservative ideas about English secondary education Elizabeth Cookingham Bailey A thesis submitted to the Department of Social Policy of the London School of Economics for the degree of Doctor of Philosophy, London, October 2016 1 Declaration I certify that the thesis I have presented for examination for the MPhil/PhD degree of the London School of Economics and Political Science is solely my own work other than where I have clearly indicated that it is the work of others (in which case the extent of any work carried out jointly by me and any other person is clearly identified in it). The copyright of this thesis rests with the author. Quotation from it is permitted, provided that full acknowledgement is made. This thesis may not be reproduced without my prior written consent. I warrant that this authorisation does not, to the best of my belief, infringe the rights of any third party. I declare that my thesis consists of 79,742 words. Elizabeth Bailey Statement of use of third party for editorial help I can confirm that my thesis was proofread for conventions of language, spelling, and grammar by Lisa Findley and Chris Grollman. Elizabeth Bailey 2 Abstract This thesis explores the discussion of conservative ideas about secondary education in England between 1979 and 1986. Education policy reforms in the 1980s reflected changing ideologies about the role of the state and about the role of education in society. City Technology Colleges (CTCs), proposed in 1986, embodied many of these changes. CTCs were a new type of school within the state system, with control over their own funding, admissions and operations; they were intended to have a technology focus within a broad curriculum and were partially funded and managed by industry sponsors. The CTC programme is relevant to the study of the history of education for two reasons: because of the relationship of the CTC policy to the general discussion of ideas in an important period of reform; and because of its legacy in the policies that followed. This thesis adds to the historical narrative about the 1980s discussion of different conservative education policy ideas concerning choice and diversity, the aims and purposes of education, and funding and management. This thesis also considers the influence of ideas discussed by external groups on internal Conservative Government policy discussion. The similarity of ideas and language between the external and internal discussions indicates the important contribution of interest groups to the intellectual atmosphere in this period. This thesis connects these ideas to those that informed the CTC policy. The elements of the policy and the ideas referenced by actors introducing the policy are examined to determine how they reflected prominent contemporary thinking. This thesis draws on archival and published documents and on a few interviews. The findings underscore the role of certain key actors in the development of the CTC policy as well as the consistency of ideas used by conservatives throughout this period, including those that underlay the CTC policy. 3 Acknowledgements First, my thanks to the Department of Social Policy, which has been my second home, both through the PhD and for years before when I was a masters student and research assistant. My thanks to Professor Jane Lewis for contributing her historical knowledge to my work and for her humour. Sarah Helias has been a great support, answering countless questions and always providing conversation and compassion. Special thanks to my second supervisor Dr. Sonia Exley for her theoretical expertise, mentorship and insightful comments on my many drafts. Most importantly, I want to thank Professor Anne West for her exceptional support throughout my PhD and in particular in my final year. She has read everything I have ever written countless times, and given detailed and rigorous feedback regardless of the constraints on her time. Our many conversations have clarified my thinking, steadied my nerves, and helped me explore new ideas. I am grateful for her kindness and support in a very difficult time in my life. My thanks to the many archivists across England who helped me locate my files. Archival work is long, tiring and cold, but their efficiency and interest made all the difference. I also extend my thanks to all of my correspondents over the last four years who have searched old file cabinets to locate old material from the 1980s they thought would be of interest. In particular, I thank my interviewees, who gave up their time to tell me stories from their past. Thanks to my students who have kept me on my toes and made me realise how much I love teaching. My deep thanks to all of my PhD colleagues and friends who shared the best and worst of times with me. The community of PhD students has helped shape my thinking and hone my approach. I have been the recipient of many years of friendship from those who went before and those who come after me in the department. To Thais Tartalha Lombardi, Paul Bouanchaud, Louise Caffrey, Dwan Kaoukji, Eleri Jones, Anne Marie Brady, Rachel Deacon, Else Knudsen, Robyn Rowe, Emily Freeman, Jack Cunliff, Melissa Shannon, Ellie Suh, Rikki Dean, Lamia Irfan, Heini Väisänen, Madeline Stevens, Lisa Trigg, Kate Laffan, Laura Kudrna, Eileen Herden, Kerris Cooper, Niccolo Durazzi, and Sam Lattoff. 4 My many thanks to my amazing community of family and friends, both in London and across the pond, for seeing me through this process with kind ears and lots of love. In particular thanks to Megan, Rouven, Janice, Tim, Arthur, Mike, Kate, Tracey, Barnaby, Dave, Jen and Michal. Special thanks to Hart House, to Natti, Sam, Marina, Chris and Lisa for dinners, chats and everything else. My thanks to Yash and Jean for helping me keep my course and celebrating each milestone. Their love and support has meant everything to me. And to my grandmother Doris, who always tells me to keep at it and look after myself. Finally, this thesis is dedicated in memory to my parents, Mary Cookingham and David Bailey, who made me who I am both as an academic and as a person. I hope I have made them proud and do their memory justice by following in their footsteps as scholars, mentors and educators. 5 Table of Contents Declaration……………………………………………………..……………………2 Abstract……………………………………………………………..……………….3 Acknowledgements…………………………………………………………………4 List of Abbreviations……………………………………………………..……….11 Glossary………………………………………………………………………...….12 1 Introduction…………………………………………………..……………..…14 Introduction……………………………………………………………………….. .14 1.1 Research Questions……………………………………………………………. 19 1.2 Structure of the Thesis……………………………………………………….…20 2 Policy Context and Literature Review…………………………………….…22 Introduction…………………………………………………………………………22 2.1 Researching Ideas: Definition and Usage……………………………………....22 2.2 Choice and Diversity………………………………………………………...….24 2.2.1 Context: Early Diversity and Selection…………………………….….24 2.2.2 Context: Criticism of the Comprehensive System and the Black Papers………………………………………………………………….25 2.2.3 Policies and Policy Goals: 1980s Reforms and Extending Parental Choice…………………………………………………….……………26 2.2.4 Concept of Choice……………………………………………………..27 2.2.5 Concept of Diversity………………………………………………..….28 2.3 Aims and Purposes of Education……………………………………………….29 2.3.1 Context: 1960s and Education for the Public Interest……………...….29 2.3.2 Context: 1970s and Economic Influences on the Purposes of Education................................................................................................29 2.3.3 Policies and Policy Goals: 1980s Reforms and Aims of Education…...30 2.3.4 Understandings of Social Aims………………………………………..31 2.3.5 Understandings of Economic Aims…………………………………....32 2.4 Management and Funding of Education……………………………………….33 2.4.1 Context: Strong Central and Local Government Partnership……….....33 2.4.2 Context: Accountability and Changing Ideas about Partnership…..…..34 6 2.4.3 Policies and Policy Goals: 1980s reforms and Governing Bodies…….35 2.4.4 Concepts of Management and Accountability….……………………..36 2.4.5 Concepts of Efficiency and Value for Money.………………………...37 2.5 Research on City Technology Colleges (CTCs).…………………………….…38 2.5.1 Context: CTCs and the Conservative Approach to Education Policy....38 2.5.2 Policy Goals: Aims of the CTC Policy………………………………..39 2.5.3 Originators of the Policy Goals and Ideas…………………………….42 2.5.4 Implementation Issues………………………………………………....44 Conclusion………………………………………………………………………….45 3 Methodology………………………………………………………………..….47 Introduction………………………………………………………………….……..47 3.1 Research Approach……………………………………………………………..47 3.1.1 Stages of Data Collection……………………………………………...48 3.1.2 Usage of Historical Methods…………………………………………..50 3.2 Rationale for Data Selection…………………………………………..………..51 3.2.1 Think Tanks………………………………………………………..…..52 3.2.2 Pressure Groups………………………………………………………..55 3.2.3 Groups of Experts – Black Papers…………………………………..…56 3.2.4 Policymakers…………………………………………………………...56 3.3 Data Collection and Analysis……………………………………………….….61 3.3.1 Archival Visits…………………………………………………………61 3.3.2 Published Document Collection……………………………………….62 3.3.3 Elite Interviews………………………………………………………...63 3.3.4 Thematic Coding and Interpreting the Data…………………………...65 3.4 Limitations and Challenges……………………………………………………..66 3.4.1 Survival………………………………………………………………...66 3.4.2 Access……………………………………………………………….…67 3.4.3 Memory, Recall Bias and Controlling the Narrative…………………..69
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