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In its quest for efficiency gains, the Conservative government since 1979 increasingly framed education policy within the metaphor of a market; or, more precisely, within that of a quasi-market (Glennerster, l99l). To this end, parents have been re-defined as consumers who will seek an effective school. In order to help them, the government has published allegedly objective measures of the effectiveness of schools, largely in the form of league tables. Of late it has added values education to its previous concern about value-added measures of attainment. Alongside the search for value for money comes the search for a set of fundamental values which will shore up an increasingly fragmented social order. In other words the question now tums on which values and dispositions can be ‘given’ to children and young people so that they may go on to play their part in the economy and to have a sense of belonging in society. The very prominence of current concerns about values education is by no means unconnected to the development of individualism, consumerism and value-added thinking which the economic policies of the previous government had sought to further.

Educational Provision for Pupils with Disorders of Language and Communication in West Central Scotland