Abstract:

Since the New Labour Government came to power in 1997 with an apparent focus on “education, education, education”, it has been clear that this would include the modernisation of the state schools with a demonstrably significant role for business in education (Scott, 1998; Ball 2007), Processes of business involvement in schools are well-advanced and Public Private Partnerships for schools’ building programmes. But a separate Government objective is to enlarge the role for business as a partner in both the promotion of enterprise values and, in some cases, direct involvement in school pupils’ personal and academic development (Prime Minister’s Office of Public Services Reform 2001). This policy promotes an entrepreneurial spirit and ‘can-do’ attitude that, in turn, is seen as helping to promote ‘soft-skills’ development (time keeping, confidence etc.) and improvements in academic attainment. In short, the aim is to promote the involvement and influence of business partners at every level of education and arguably affords business hitherto unprecedented involvement in formal school education. Unsurprisingly, this overall approach has proved controversial, not only over the nature and contours of this influence but also over whether, in the long term, the Governments aims will be achieved (Apple 2006; Ball 2007; Lowe 2007). This has impacted differently on different parts of the UK. However, despite Scottish devolution and a Scottish National Party Government in Scotland from 2007, a ‘hands on’ role for business and, especially, for the values of enterprise and entrepreneurship is fully promoted in Scotland’s schools. In addition this is viewed as central to growing the Scottish economy of the future (Scottish Executive 2003a; Salmond 2007). Policies in respect of enterprise education have developed apace in line with a general thrust of the desire for greater business involvement in hitherto ‘protected’ areas of public life in Scotland. Policies have been developed therefore with a view to formalising a uniform strategic approach that seeks to recognise and promote the benefits of the ‘can do, will do attitude’ seen as at the heart of enterprise values (Scottish Executive 2003b: 2). Importantly this involves a stated commitment to to ‘develop partnerships with local businesses and other organisations’ (Scottish Executive 2003b: 6). In short, all Scottish school pupils are exposed, largely uncritically, to enterprise values and entrepreneurial activities. This clearly represents a significant shift in how education organises key pedagogic functions, particularly in respect of preparation for the world of work and knowledge and understanding of how business works.

This paper explores these issues as an important area for investigation and an emergent area of significance in the field of education research. It also draws on empirical work done for a pilot study into the role of business in school education in Scotland that has been being conducted in a large Education Authority throughout 2009. The paper will discuss experience of ‘enterprise education’ and the promotion of business values ‘on the ground’ and outline the potentially problematic nature of an uncritical acceptance of this as an increasingly core function of education.

Keywords:

enterprising education, partnership-competitiveness-flexibility, new labour, free.