Age group: Venturers/DFs

How long it will take: 1-2 hours

What materials you will need: Photocopies of the Actionpage - The Bottom Line (this is a .pdf file so you will need to have Adobe Acrobat installed); flip chart paper and pens

The aim of the activity: To evaluate the pros and cons of commercial involvement in education

This activity is from Baby Milk Action's excellent education pack 'Seeing Through the Spin'. The full pack is available on-line.

What to do:
Divide participants into small groups. Explain that recent governments have encouraged greater links between business and schools. This ranges from production of teaching resources to management support. Brainstorm: Canyon think ot any ways in which businesses are involved myourschool or education in genera? Make a list.

Whole group discussion

  • What do businesses gain from putting in time, energy and resources into local schools or education in general?
  • Do you have positive or negative attitudes towards well known companieswho are involved in education, eg Tesco computers in schools, Shell educational posters? Why?

Handout the Actionpage: The bottom line. Explain that groups will assume the role of governors of a large secondary school who are trying to decide what kind of commercial involvement, if any, is acceptable in the school.

Whole group discussion

Point out that these are real examples from Britain or the USA.

  • Which forms of sponsorship were definitely unacceptable? Why?
  • Which were acceptable? Why?
  • What factors affected your decisions?
  • Does your school have a policy on commercial sponsorship?
  • What are the advantages to schools of business and industry involvement in education?
  • What are the drawbacks (if any) of this kind of partnership?
  • Does it matter what the motives behind sponsorship are, so long as the school benefits?
  • Is marketing and PR appropriate in school? Why/why not? Should it be banned?
  • Should schools be dependent on corporate marketing budgets rather than more government spending on education paid for by higher taxes?
  • Who should decide whether there should be commercial involvement in schools (pupils, parents, teachers, head teacher, governors, local Chamber of Commerce, local authority, government, consumer organisations)?
  • How much are your attitudes and behaviour affected byadvertising and public relations?

Sponsorship has been defined by the UK government as, "a payment by
a business firm.. for the purpose of promoting its name, products or
services". It is a commercial deal, not a philanthropic gift.
from Sir Roy Shaw The Spread of Sponsorship, 1993

Key ideas

  • Commercial involvement in schools falls into four main categories: 'educational' materials, eg posters, teaching packs; sponsoring teams, events or outings; advertising, eg vouchers; patronage, eg paying for equipment, seconding staff, mentoring.
  • Supporters of commercial involvement in schools see it as an opportunity for both sides to benefit - businesses: can enhance their public image if they are seen to put something back into the community, students better prepared for the work place, employees involved in schools outreach can increase confidence and broaden their view of the world; schools: access resources and thus reduce their costs, develop management skills, education relates more closely to 'real world', work experience opportunities.
  • Critics point to the important role of schools in the community and the danger that sponsorship might be seen as endorsement of products or services. Schools may become so dependent on sponsorship that they avoid criticism of business practices which harm the environment or human rights. The education system may be tailored to fit business interests, rather than young people themselves or society in general.
  • Critics also argue that sponsorship is driven by corporate marketing strategies, and is no substitute for adequate government funding of education, paid for by taxation.
  • Marketing Week has shown that business involvement in schools is an effective means of influencing a captive audience of young consumers - increasing awareness of their company and its brands. It estimated that 'pester power' over parents generated about £8.4bn in UK sales in 1997.
  • In Britain there is a long tradition of commercial sponsorship of educational resources - science films produced by ICI, geography posters by Shell. Some resources are high quality - produced by teachers to fit the curriculum, and carry minimal 'branding'. Others are primarily a marketing tool and have very little educational value.
  • Companies are very strategic in the resources they produce. They hope to increase knowledge about their field of operations and create positive attitudes, eg classroom activities which draw attention to scientific or technological achievements. Some also produce resources on issues they have been criticised about, eg British Nuclear Fuels and Shell have sponsored teaching packs on the environment.
  • In the US, product placement in teaching materials is common. Claiming they are making maths more 'relevant' one major publisher uses calculations based on Nikes and Nintendo.
  • Among European countries, Britain has one of the highest levels of education and business partnership. In Belgium, France and Greece, any kind of commercially sponsored material or activity is banned in schools.
  • Opponents of regulation assert that guidelines or an official seal of approval for sponsored resources is patronising to teachers and parents, who should decide for themselves what is appropriate for their school. They also argue that children are already surrounded by adverlising, and can make their own judgements on what they consume.
  • Concern about the amount and nature of business involvement has ledto the formulation of good practice guidelines published bythe National Consumer Council. However, these guidelines are voluntary and are not formally monitored by any agency.

Follow-up

  • Draw up guidelines for good practice based on discussions of the case studies.
  • Make a survey of your school to assess the level of commercial involvement.

Will is saving his allowance to buy a pair of Nike shoes that cost $68.25. If Will earns $3.25 a week, how many weeks will Will need to save?
Max wants to spend his allowance on Nintendo games. He has saved $55.00. About how many games can Max buy if each game costs $19.99?
from Mathematics: Applications and Connections McGraw-Hill