Does outsourcing school systems degrade education workforces? Evidence from 18,000 English state schools

La privatisation de l’éducation dans le système scolaire anglais

“…Il n'est donc pas surprenant, au vu de ces clauses contractuelles, que la proportion d'enseignants dépourvus de qualification statutaire soit accrue dans les academies par rapport aux écoles relevant des autorités locales. Qui plus est, c'est dans les academies les moins indépendantes, celles qui appartiennent à des trusts multi-academies, que l'on trouve l'accroissement le plus important de cet écart (Martindale, 2019).…”

Whither employment protections? Deregulation and the flexibilisation of the teaching workforce in the state-funded sector

“…The recent deregulation of educational labour is arguably part of a continuum of policies introducing 'flexibilities' in the school system (Junemann and Ball 2013). The academies programme in particular can be seen as a part of neoliberal reforms that have transformed the state's role in regulating employment relations, and that have pushed for the establishment of privately-run, statefunded schools, such as free schools in Sweden and charter schools in the United States (Martindale 2019;Salokangas and Chapman 2014).…”

“…Further, filling this research gap could have profound implications for understandings of teachers' professional lives. This is because, while some policy discourses praise 'freedoms' and flexibilities for their ability to improve school performance and foster innovation, these flexibilities may also occur to the detriment of the workforce, for instance due to academies' cost-cutting practices (Martindale 2019;Stevenson 2013;West and Wolfe 2019). Such practices may be especially likely to occur in an uncertain context characterised by austerity, real-term cuts to schools' per-pupil funding, and a shortage of teachers (NAO, 2016(NAO, , 2017.…”

Rethinking School Improvement Organizations: Understanding their Variety, Benefits, Risks, and Future Directions

“…Similar to the way medical welfare can be delegated by the state to private entities, the state may similarly opt to have services handled by private organizations. In the United Kingdom, for example, the Academies Programme managed 7,000 state-funded schools that did not have to hire teachers with Qualified Teacher Status (Martindale, 2019). Similar things happen in other countries like the friskolor in Sweden, charter management organizations in the United States, and voucher programs in Chile (Hernández, 2022;Hofflinger & von Hippel, 2020;Martindale, 2019).…”

“…In the United Kingdom, for example, the Academies Programme managed 7,000 state-funded schools that did not have to hire teachers with Qualified Teacher Status (Martindale, 2019). Similar things happen in other countries like the friskolor in Sweden, charter management organizations in the United States, and voucher programs in Chile (Hernández, 2022;Hofflinger & von Hippel, 2020;Martindale, 2019). Panel C illustrates how direct support organizations and research/advocacy organizations receives funding from both private philanthropy and public education offices, a dynamic criticized for funneling taxpayer dollars away from traditional public institutions (i.e., neighborhood schools).…”