The consequence of school performance measures – inequality of access and opportunity

Abstract

This paper assesses the potential impact of two performance measures on equality of access to a general education for all pupils. It argues that government policy, which on the surface appears to facilitate equality of opportunity, is in fact marginalising some school subjects and appropriate qualifications. Focussing on the subject design and technology (D&T), this paper illustrates the potentially limiting effect of school performance measures on pupils' opportunity for a broad and balanced education. This paper has four parts. This paper firstly explains two government school performance policies that are the context for the decline, secondly it presents three scenarios where pupils are guided to study certain qualifications, thirdly it proposes how these scenarios might lead to a narrowing of the D&T curriculum content, the final section presents arguments why D&T is an important component of all pupils' education. D&T is used to illustrate the consequence of school performance measures that is relevant to other marginalised subjects. Therefore, this paper will be of interest to others who represent subjects, such as art and design, drama and music. The five reasons for D&T as part of a general education could be reframed for other subjects.