Towards the post-Fordist school?
In other words, I want to introduce a degree of messiness into the neat account of restructuring outlined above. There is a whole series of specific matters which could be dealt with here but two issues in particular need attention. First, I want to examine more closely the industrial trainers' views on curriculum, pedagogy and assessment in schools, what I shall call vocational progressivism. This will also provide a way of considering the industrial trainers' assessments of the Education Reform Act and its National Testing and National Curriculum provisions in particular. Second, there is the question of CTCs and the issue of elite v. mass schooling which this raises. In looking more carefully at these specific issues it will be possible to identify some aspects of the mechanics of restructuring. But these issues also serve to underline the point that what is at stake here is the basic relationship of capital and labour.