Working backwards in the alphabet, as you do, the second element to Boyd’s (1991) characterization of new Right approaches to education (the first is here if you missed it) focuses on the “3 C’s”: Character, Content and Choice.
1. Character refers to the notion of moral character and, more-importantly from a New Right perspective, how to encourage and develop it through the education system. In this respect the socialisation function of education means schools have an important role to play in both producing new consumers and workers and also ensuring children have the “right attitudes” for these roles. Part of this process involves (in a similar sort of argument to that used by Functionalists’) instilling respect for legitimate authority and the development of future business leaders.
More recently, a refinement on the notion of moral character has focused on what Duckworth et.al. (2007) have called grit, something they define as “perseverance and passion for long-term goals”.
The idea here is that the combination of passion for educational goals coupled with the desire to achieve them is a key indicator of educational achievement – one they claim is a more-important predictor of “future success” (an idea you might like to subject to critical evaluation) than any other notable variable).
This claim does, of course, open up a range of critical possibilities for students – from Crede et.al.’s (2016) conclusion that “the higher-order structure of grit is not confirmed, that grit is only moderately correlated with performance and retention, and that grit is very strongly correlated with conscientiousness” to why it should be an attractive idea to New Right approaches.
2. Core Content: The emphasis here is the establishment of a curriculum designed to meet the needs of the economy, an idea that links neatly into discussion of the role and purpose of the education system. From this perspective the main objective for schools is to adequately prepare children for their working adult lives in ways that benefit the overall economy. This generally involves the idea that there should be a mix of academic and vocational courses and qualifications open to students; in the past this has meant the New Right championing Grammar schools (an idea currently (2017) being revived in New Right political circles) that provided an academic type of education for a relatively small elite (around 20%) of children and Secondary Modern / Technical schools that provided a vocational type of education.
Currently the vogue is to provide different types of academic / vocational qualifications (such as “ordinary” GCSEs and “vocational” GCSEs) within the same school. For the majority of students the curriculum emphasis should be on some variety of training with the objective being to ensure schools produce students with the skills businesses need (“Key Skills”, for example, such as Maths, English and ICT).
The New Right is, as might be expected, keen on “traditional subjects” (English, Maths and History) and antagonistic to subjects like Media and Film Studies – and, of course, Sociology.
3. Choice of school: Parents should be free to choose the school they want their children to attend – whether this be State maintained or private. The basic model here is a business one: just like with any business, those that offer the customer good value will thrive and those that offer poor value will close – or in the current case, “underperforming schools” are forcibly converted into Academy Schools run by a variety of Trusts. When parents exercise choice “good” schools will expand to accommodate all those who want a place and “bad” schools will close as their numbers decline.