External Influence on Educational leadership Flora Thomas

External influences have unquestionably impacted education leadership and politics has played a key
role in external influences on leadership. The Education Reform Act 1988 in England (ERA) steered in
a series of school changes this movement was conceptualized by the new rights movement in
response to global economic pressure. The move towards local management of schools and open
enrolment reflected a neo–liberal ideology and on the other hand, the implementation of a national
curriculum and testing regime reflected a neo-conservative ideology. all 1990 cited by Webb et al
2006, had their ideological ideology.

Webb et al 2006. This essay will therefore seek to explore political contexts and ways in which they
have impacted External influence in education……

As part of my chosen external influence, I will also explore curriculum changes both within a national
and international context. The three-message system of education according to Fazal &Lingard
(2010) cited in Bernstein in 1971 consists of the curriculum, pedagogy, and evaluation. To pinpoint
the elements of education that have the most effects on socialisation, which connects schools and
their message systems to the larger culture and its related social structure, he used the concept of a
"message system." He noted that a society's methods for choosing, categorising, disseminating,
transmitting, and evaluating the educational knowledge it deems to be public reflect both the ways
in which power is distributed and the guiding principles of social control. So, bigger questions of
social power are connected to the curriculum's selective tradition.

The changing curriculum being my particular area of interest is linked to my professional role as
Curriculum Manager within a further education setting. The further education sector is currently
going through a major curriculum change due to reforms in post-16 education. The Technical Levels
(T levels) are replacing the main qualifications which leave two main options for learners – Technical
Levels and A-Levels. The Technical Level is the vocational route, and the A-Level is the traditional
academic route. The aim is that the T Level is run for a duration of two years for 16- 18 years old. T
Levels were developed as a result of the post-16 skills plan, published in 2016. This plan was
committed to putting Lord Sainsbury's independent panel on technical education's
recommendations into action, with the goal of streamlining technical education and providing a new
high-quality option for students aged 16 to 18. T levels will be introduced in 2021.

https://www.gov.uk/government/publications/introduction-of-t-levels/introduction-of-t-levels
accessed 07/11/22.
External Influence on Educational leadership Flora Thomas

These changes have a global impact and although, ultimately, authority lies with National
governments to change policies, they are however significantly affected by global economic
imperatives.

According to Fazal and Lingard (2010), the fall of the Berlin Wall in 1989 marked a significant shift in
global education policy, resulting in both globalisation and the globalisation of capitalism, as well as
the emergence of neo-ideology, which largely reshaped the way policies are now forged and
implemented. Furthermore, public policies that were previously developed solely within a national
context are now located within a global context.

This essay will also explore the ways in which these policies and external influences have impacted
practice and changed school leadership and management. I will also address areas of potential
tensions, and how these changes are mediated by school leaders.

This essay will investigate marketisation and private-sector participation in education, both of which
are closely related to my chosen external influence. T Levels are technical qualifications developed in
England in collaboration with employers and businesses to ensure that the qualification content
meets the needs of industry and prepares students for further training or study.

Ball S & Youdell D (2007) suggest forms of privatisation are being introduced into our public
education systems, due to deliberate policy change often under the banner of educational reform.
These changes may raise issues of inequality and the pursuit of social justice. This essay will also
Consider the extent to which education leaders have the scope to mediate and interpret and exert
their agency and the implication on practice

Policy Links to External Factors

I will be exploring changes in the further education curriculum framework as part of my chosen
external theme.

Many changes have occurred in post-16 education in the United Kingdom. The Brown Labour
government was committed to raising the school leaving age to 18 years by 2015 and having 50% of
this age cohort attend university. This policy commitment has brought postsecondary curricula,
examinations, and qualifications to the forefront of policy considerations.

This was followed by the review of post-16 Level 3 qualifications in the policy statement where the
secretary of state MP, Gillian Keegan, cited that ‘As we rebuild from the pandemic, we put
reforming post-16 educations at the heart of our plans to build back better’.
External Influence on Educational leadership Flora Thomas

The policy statement in the post-16 qualification review outlined the intent and rationale for such a
large-scale change to the curriculum. They proposed that, as part of an employer-led skills system
and a world-class further education system, great qualifications are critical to assisting young people
in getting good jobs and realising their ambitions - whether they choose to go straight to skilled
employment or higher education, achieving a Level 3 qualification is an important stepping stone.
There are compelling reasons to ensure that young people aged 16 to 18 complete high-quality Level
3 qualifications. To put it into numerical terms: On average, a full Level 3 qualification results in 16%
earning a return and 4% changing jobs. However, its most important value is in equipping students
with the necessary skill and knowledge needed to succeed and forge their careers.

The policy statement went on to explain that as a country we have done well at increasing the
number of graduates. However, we have been less successful in consistently guiding students
toward the courses or jobs that will benefit them and the country the most. The statement went on
to suggest that this might be because the post-16 choices do not open up the best options, or it
might be that the qualification does not support the development of technical skills that are really in
demand by employers. This has led to shortages in many skilled trades and professions particularly
in STEM science, technology, English, and maths-based subjects.

The policy went on to explain that the national audit estimated that in 2015, employers in England
experienced 2.7 million STEM recruitment shortages reflecting a significant shortage of vital
technical-level STEM skills. Improving and rebalancing the system will help students and employers
increase social mobility and productivity at the same time.

To further justify T levels, the policy added that society must move away from an assumption that
undergraduate degrees should automatically be the goal of post-16 study. Rather, progression to
skilled employment via higher apprenticeship and higher technical qualifications needs to be seen as
equally valid or better choices for some students. The post-16 review piece also compared England
to other high-performing countries such as Germany and the Netherlands and noted that their skills
system is backed by employers which gives young people and adults a clear route to rewarding
careers.

Review of the post-16 qualification level 3 in England policy statement July 2020. Dfe accessed online
11/11/22

In support of the global context in policy change, a comparative study published by the education
policy institute and conducted by Robinson and Dominguez-Reig 2020, confirms that the UK has
historically funded technical education at lower rates than academic education which is not case in
External Influence on Educational leadership Flora Thomas

most other countries. The countries selected as comparators have been chosen because they have
high literacy and numeracy levels and appear to have strong labour market returns from such
education. In the UK, funding per student is lower than the OECD average and this is surprising
considering the high proportion of technical students in the UK classroom.
The study reviews successful 16-18 education and funding systems in Germany, Austria, Netherlands
and compares them with England to understand what England can learn. In all countries included in
this study, subsidies are provided to employers to compensate for the time that an apprentice is
training outside the job or to compensate for disadvantaged intakes that drive costs up. In England,
subsidies are now concentrated on small and medium companies. Financial support to students,
which is another driver of technical education costs, is also more generous in the countries
considered than in England. Support funding from the government to students has fallen by 71 per
cent per student in real terms between 2010/11 and 2018/19.
While over half of students in England follow the technical pathway in upper secondary, only 16
percent of these do so in apprenticeship training. This compares to 27 percent across all EU
countries and between 28 percent and virtually all technical students in the countries considered in
this study (Robinson and Dominguez-Reig, 2020).

The German newspaper welt. de, revised by iMOVE, 2022 also supported this viewpoint. This article
suggests that although Britain has been increasing options for vocational training the quality differs
significantly. The paper cited Gavin Williams who had referred on multiple occasions to a ‘world-
class German-style’ vocational education and training. The article quoted that ‘this is not the first
time Britain has looked towards Germany and its dual education system.’ In 1989 a delegation of
business representatives arrived from Manchester to see what was happening in Germany and they
deduced that Germany’s technical education was a key element at the root of the country’s
economic success. After the visit, the delegates concluded that it was high time their own young
people were provided with similar education offers. Around 20 years later, after that visit, the well-
known economist Alfred Marshall again warned that the British were lacking precisely the kind of
technical education that Germany was using to help fill the middle rank in its companies.

Sellars and Lingard (2016) in Globalising Education Policy cited Berstein, 1971 chpt 5 who suggests
that traditional issues related to curriculum, pedagogy and evaluation have not been a major focus
in education policy studies. They have usually been considered separate areas of theories and
practice. They have tended to focus on almost all aspects of education except those related to
curriculum, pedagogy and evaluation. Policy studies have therefore focused on issues of funding and
equity and have not linked them to their effects on the practice of curriculum pedagogy and
evaluation. Consequently, fields of curriculum and education policy have been considered separate
External Influence on Educational leadership Flora Thomas

and located in different academic and organisational spaces. Fazal and Lingard 2010 claimed that
this separation has served to sideline issues of curriculum pedagogy and evaluation in policy
discussions and in the development of education policy. Yet the core of teachers’ work is framed by
these three-message system which informs the logic of practice. Perhaps it is for this reason that
teachers are often unaware of policies that have implications for their work. These factors have
triggered the defense of more traditional A-Level academic curricula as well as a range of challenges
to them. Improved student performance on GCSE over time has seen calls to make the exams more
difficult and concern for standards. Indeed, the T Levels reviews justified the move to T Level which
offers a broad range of technical qualifications and more choices for students and employers.
Introduction of T Levels - GOV.UK (www.gov.uk) accessed online 20/11/22

Bernstein (1971) cited by Fazal and Lingard 2010 explored the three-message systems within the
broader framework of education policies, showing how they are inextricably linked, and added that
for policies to be effective they must engage directly with issues of practice. Nationally and globally
there have been intense policy debates about how best to reframe Curriculum, pedagogy, and
evaluation. Fazal and Lingard (2010) considered moves toward national curriculum in England and
Australia.

As we can see from the literature, the curriculum has always been of economic resonance. To
demonstrate the policy significance of curriculum, Rizvi F and Lingard took a reflective perspective
and considered moves towards national curriculum in England and Australia.

In Australia, the situation has been that of schooling. According to the constitution, the curriculum
has been the responsibility of the states rather than the national government in the complex
federalism of Australian education policy. Curriculum assessment policies have thus been
determined within state jurisdiction. However, the Hank and Keating federal labor government
sought to create a national curriculum justified a number of grounds including the need for a
national focus on schooling to produce the requisite human capital thought necessary for national
economic competitiveness as well as efficiency. This resulted in the national curriculum statements
and profiles (Fazal and Lingard, 2010).

In the UK, the Education Reform Act (1988) of the Thatcher government saw the creation of the
national curriculum in schooling in England for the first time until that time most of the power and
authority has been situated at the local authority level with (various examination boards)
Thatcherite was ideological driven. On one hand, it was about her ‘new right’ defending the
production of teachers and their perceived political stance and on the other hand, it was about the
production of national citizens of particular kinds of ones looking to the glory of the past rather than
External Influence on Educational leadership Flora Thomas

the future perhaps. This is in contrast with the Labour government which sees the national
curriculum as ensuring the types of skills and human capital necessary to the post-industrial
economy and the competitiveness within the global economy of the national one.

Indeed, the Brown Labour government succeeded in its commitment to increasing the school leaving
age to 18 years by 2015 and by seeing 50% of the relevant age cohort attending university. This
policy commitment has pushed matters of post-16 curricula, examinations, and qualifications to the
forefront of policy concerns (Fazal and Lingard, 2010).

These two comparisons justify the point:

‘While the pressures of curriculum reform might be similar globally the reforms that result
always have a vernacular character as they build incrementally on what has gone before
within specific educational systems.’

Lingard et al mention these two curriculum examples that globalisation has affected education
policies of all types. Issues of curricula are no exceptions. Curriculum reforms have been linked to
the reconstitution of education as a central arm of national economic policy as well as being central
to the imagined community the nation wishes to construct through schooling. Both viewpoints
respond in their own way to the perceived pressures of globalisation.

Furthermore, all nations on the globe are attempting to improve both the quantity and quality of
human capital. This involves a focus on curricula in particular, the focus on curricula is often about
how to cater to a broader senior school cohort – 16-18 than has historically been the case and also
how to rebalance academic curricula and more vocational education.

Skills for Jobs White Paper (2021) supports this view and sets out bold reforms in support of the
prime minister’s lifetime skills guarantee. The paper suggests that we have a significant shortage of
vital technician-level STEM skills, for example in engineering-related occupations which will help
drive innovation and growth. This shortage is down to a lack of people leaving education with high-
quality technical skills over the last 20 years. Participation is much lower than in many of our more
productive international counterparts. We need to support the improvement of skills at the right
level if we are to close the gap with international competitors. For example, only 10% of all adults
aged 20-45 hold a level 4-5 qualification as their highest compared to around 20% of adults in
Germany, and as many as 34% in Canada.

Marketisation and Private Sector Participation in Education

External Influence on Educational leadership Flora Thomas

Ball and Youdell (2007) in ‘Hidden Privatisation in Education’ suggest that privatisation is twofold,
firstly, endogenous such forms of privatisation involve the importing of ideas techniques and
practices from the private sector in order to make the public sector more business-like. Secondly,
exogenous privatisation involves opening public education services to private sector participation on
a for-profit basis and using the private sector to design, manage or deliver aspects of public
education. Both forms of privatisation can be related to the current post-16 curriculum reforms in
which employers from the private sector are key stakeholders and are much involved in the delivery
and curricula.

According to Skills for Jobs White Paper, employers play a central role in working with further
education colleges. The government’s key objective is to ensure that the provision of technical
education and training is well aligned with what employers need. Employers are required to engage
throughout the skills system from identifying skills needs to developing the training and qualification
to meet them. In addition, the paper also suggests that access to a skilled workforce plays a key role
in where a business decides to invest and supply businesses with the skills they need for the future
economy, by putting ‘employers’ needs at the heart of our reform’ we will ensure the UK remains a
‘global leader in attracting international investments and employers’ and in doing so support our
economy.

The ‘market form’ is the key device of hidden privatisation in education. The development of what is
known in critical literature as a quasi-market rest mainly on the introduction of state education
systems forms of school choice- the right of parents to choose. This choice is facilitated by moves to
diversify local education provision along with the introduction of per-capita funding, the devolution
of management responsibilities and budget to schools, the relaxation of enrolment regulations, and
the publication of ‘performance outcomes’ as a form of the market ‘information’ for parents’
choice. That is a weakening of bureaucratic controls over school recruitment, school funding tied to
this recruitment, and support for choice and movement tied to this funding.

Privatisation tendencies are therefore at the center of the shift from education being seen as a
public service that serves the whole community to education being seen as a private good that
serves the interest of the educated individual, the employer, and the economy (Ball and Youdell,
2007).

Ball (2016) draws attention to the insidious manner in which the deficit discourse and practice
associated with neoliberal reform are de-professionalising or re-professionalising educationists
through the acculturation process. He argued that the power of privatisation in service delivery gives
rise to change in education as part of a slow burn. How management is altering social connections
External Influence on Educational leadership Flora Thomas

and power relations to less democratic and caring forms and how performativity and accountability
agenda are radically undermining the professionalism of teachers in the hunt for measures, targets,
benchmarks, tests, and tables and to feed the system in the name of improvement. Balls (2016)
work adopts a personal tone rallying all educationists to become increasingly critically reflective, and
politically aware and urging them to reawaken real educational work and the ethical and moral
project that most signed up for, but which has since become lost.

Social Justice and Inequality Issues

Although the government’s rationale for the reform in the post-16 curricula are valid, it raises ethical
issues and can have a significant impact on education access, experience and outcome for learners.
It can change what equality means with dire consequences for social justice.

According to Francis B et al. (2017) in a body of research literature, including the Cambridge Primary
Review (Alexander and Armstrong 2010), shows the importance of curriculum relevance to young
people’s lives as a precursor to their engagement which is in turn a precursor to achievement. It has
been argued that this is particularly the case for working-class students (Hayes et al. 2006), and that
the staple curriculum offer does not recognise their experiences. This has led to interventions such
as ‘funds of knowledge and ‘area-based curricula’ which seek to affirm and build on working-class
students’ knowledge and experiences.

Regarding engagement with curriculum content, and young people’s preferences and autonomy,
there are genuine dilemmas at stake in relation to social justice. Entitlement to material that
engages and motivates students has frequently been positioned as a liberal distraction from the
priority of delivering positive exam outcomes, reflective of insufficient ambition for working-class
students on the part of educationalists. It is clear that some approaches to engaging working-class
students have perpetuated patronising assumptions and low expectations which impede distributive
justice. Nevertheless, there is evidence that working-class young people, need to see the relevance

of their studies in order to motivate their scholarship (Hayes et al., 2006) Engagement and outcomes
go hand in hand. The changing curriculum, post-16 reform and the insurgence of the T Level
qualification poses the challenges and dilemmas outlined in this study. Though it has many benefits
these changes have been imposed on young people and as such autonomy has been taken away.
Further research shows that young people from disadvantaged Black and Asian minority ethnic
groups are those likely to take the technical vocational route (Francis B et al., 2017).

Implication on Teachers Practice Including Leadership and Management

External Influence on Educational leadership Flora Thomas

Privatisation moves in public education are significant because they change not only the way public
education is organised and provided but also the way it is experienced by students and the way in
the way in which it is thought about by policymakers, practitioners, and the wider community. Forms
of privatisation change how teachers are prepared, the nature and access to ongoing professional
development, the terms and conditions of teachers’ contracts and pay, the nature of their day-to-
day activity, and the way they experience their working lives (Ball and Youdell, 2007).

Despite the challenges highlighted by the post-16 curriculum reforms, T Levels and its element of
marketisation, comes with many benefits and positive implications for practice.

The government will improve recruitment and retention. More than half of principals say they find
recruitment difficult. In 2018, teaching vacancies in crucial subject areas such as engineering and
construction were as high as 5%
Skills_for_jobs_lifelong_learning_for_opportunity_and_growth_2021_web_version_.pdf

On the other hand, critics argue that the intensification of teachers’ work as a result of the increased
managerialism together with increased prescription in both curriculum and pedagogy is resulting in
the deskilling of the teaching profession (Menter et al., 1997; Helsby, 1999; Smyth, 2000).

Further education leadership will be supported to deal with the system staff shortage. The Skills for
Life White Paper (2021), pledges to support college leadership to recruit and retail excellent teaching
staff and ensure staff has access to high-quality training and professional development. In addition,
the paper proposes a clear route for teaching and existing staff to access secondment in the industry
so that the latest expertise informs high-quality teaching. There are tens of thousands of dedicated
teaching staff working in Further education but the sector experiences significant difficulties
/957856/Skills_for_jobs_lifelong_learning_for_opportunity_and_growth__web_version_.pdf

Despite all the proposed support by the government as outlined in the Skills for Life White Paper,
education leaders are still faced with many challenges. Webb et al.(2006) suggests that, prior to
1988, head teachers in England were autonomous and practiced ‘educative leadership’ which
involved direct participation in the teaching culture of schools direct working relations with children
and classroom teachers and decision-making based on educational principles and values. Following
the ERA, headteachers were rendered strategists realising government requirements and had to
accept that their personal vision for school development must be secondary to the agenda and
priorities of national policymakers and schools moved into the ‘marketplace’ which sees the role of
headteachers, and principals intensified and diversified. In addition, to providing leadership in
curriculum and pedagogy they become financial directors, entrepreneurs site managers, and
personnel officers (Webb R et al., 2006).

The impact of policy change has been far-reaching and left leaders conflicted about their roles as
well as poses issues with their identity as educationists. Webb et al. (2006) conducted a study in
External Influence on Educational leadership Flora Thomas

England and Finland. The English head teachers in the case study schools viewed the totality of the
demands made on them as impossible to meet and talked of making difficult choices and the need
to prioritize. However, in the four larger schools, where head teachers had no class responsibilities,
it was teaching time that had been sacrificed and their traditional role as the leading exemplar of
professional practice (Southworth, 1988) was relinquished.

Leaders perceived this as reducing their credibility because they were losing touch with curriculum
and pedagogy and particularly the content and teaching approaches. As shown by research
evidence, perceptions of lack of personal competence and burnout due to overload are taking their
toll on teachers. By the follow‐up study the increasing alienation from their work that they
experienced as a result of not being able to maintain a headship role consistent with their beliefs
and self-identity caused both the head of Seaton and the head of Briggs Estate to resign owing to
stress and exhaustion (Webb, 2005).

The findings in Finland were like wise. The role of the principal has clearly changed from one of a
confidant for teachers to that of an executive representing the employer. In Finland as in England,
principals are experiencing role expansion. For example, the principal’s responsibilities involved
managing a range of individual personalities. Also, as in England, the delegation of school
management and budgets to schools meant that principals like head teachers spent increasing
amounts of time on administration, particularly site management which included overseeing the use
of the premises by local groups and other organizations. Webb et al, 2006

Conclusion

Education is greatly influenced by external factors and educationists are left to mediate and leverage
these changes. Various views have been expressed in the literature concerning the impact of
contemporary globalisation on the structure and processes of education worldwide. Part of this
debate concerns the difficulties of unravelling the consequences for education of the processes of
globalisation and those of the dominant global political ideology of neo‐liberalism that is currently
being promoted by transnational organisations such as the World Trade Organisation, the
International Monetary Fund, the World Bank and the Organisation for Economic Cooperation and
Development (Webb et al., 2006).

While states have always felt the need to make changes in their educational systems in response to
international trends and modernising ideas; for Dale (2000), globalisation represents a ‘ . . . new and
distinct shift in the relationship between state and supranational forces, and it has affected
education profoundly and in a range of ways’.
External Influence on Educational leadership Flora Thomas

The T Level qualification has pledged support to school and college leaders with many positive
implications for educationists Including support for outstanding teaching, improving the provision of
high-quality professional development, supporting progression for teachers, and investing in college
estate to transform facilities and enabling high-quality provision.

Students have clearer options and are confident that their qualifications get them to where they
want to go. T Levels have therefore been formed to address the issues and give employers much-
needed confidence that they need. T Levels | The Next Level Qualification accessed 8/11/22

However, delivering this vision will require extensive curriculum changes and it will also require
action from the government and providers to create and adapt to this new model. Ball (2016),
suggests changes in policy and reform do not normally take place with grand flourishes or with a
single piece of legislation nor do they totally displace existing policy commitments. Schools and
teachers are often left to resolve the resulting contradictions between the old and the new within
their situated practice. Ball (2016) suggests that reform is made up of small incremental moves and
tactics, a ratchet of initiatives and programs that introduce new possibilities and innovations into
policy and practice which, once established, makes further moves thinkable and doable, ultimately
making them feel obvious and indeed necessary over time. Things that at one time seemed
unthinkable will then become instinctive and like the most rational policy as what works and as best
practice (Ball and Youdell, 2007).

How social justice should be progressed in state education is complicated and contested in multiple
ways – not just because social justice can be defined in different ways but because what it means in
practice is not straightforward either in terms of educational purposes and content nor in terms of
modes of organisation and delivery. Although it is easy to see that we do not currently have a state
of social justice, it is not always obvious what the policy prescriptions should be. Gains that are made
by following one approach may be offset by losses in other areas

Education levels and achievements are strong predictors of future life chances. Hence, educationists
and researchers concerned with equity and social justice stress the importance of inclusion agendas
that raise the standards and demand equal application of high expectations to all students

irrespective of background. (Francis, Mills and Lupton 2017).

External Influence on Educational leadership Flora Thomas

REFERENCE LIST

1,Becky Francis, Martin Mills & Ruth Lupton (2017) Towards social justice in education:
contradictions and dilemmas, Journal of Education Policy, 32:4, 414
431, DOI: 10.1080/02680939.2016.1276218

2. German T levels

https://www.imove-germany.de/en/news/Training-German-style-this-is-how-the-British-are-
seeking-to-fill-a-gap-in-the-system.htm

source: welt.de (German newspaper DIE WELT), revised by iMOVE, April 2022

3. Rizvi, Fazal, and Bob Lingard. Globalizing Education Policy, Taylor & Francis Group, 2009.

4. Robinson, D and Dominguez-Reig G 2020 An international comparison of the technical education

funding system. What can England learn from successful countries.

5. Kim, H. and Morand, E. (2019) 'Stealth marketisation: how international school policy is quietly challenging
education systems in Asia', Globalisation, Societies and Education, 17 (3), pp. 310-323.

6. DfE Policy paper – Introduction of T levels

https://www.gov.uk/government/publications/introduction-of-t-levels/introduction-of-t-levels
accessed 07/11/22

7. Review of the post-16 qualification level 3 in England policy statement July 2020

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/
file/1042614/2021_T_Level_Action_Plan_Formatted_Clean_Version_15_Dec.pdf

8. T Levels | The Next Level Qualification accessed 8/11/22

9. Introduction of T Levels - GOV.UK (www.gov.uk) updated June 2022

10.https://assets.publishing.service.gov.uk/government/uploads/system/uploads/
attachment_data/file/957856/
Skills_for_jobs_lifelong_learning_for_opportunity_and_growth__web_version_.pdf

11. Rosemary Webb, Graham Vulliamy, Anneli Sarja & Seppo Hämäläinen (2006) Globalization and
leadership and management: a comparative analysis of primary schools in England and
Finland, Research Papers in Education, 21:4, 407-432, DOI: 10.1080/02671520600942420
External Influence on Educational leadership Flora Thomas

12. Stephen J Ball and Deborah Youdell, 2007 Hidden privatisation in public education. Institute of
Education, University of London- Education iInternational