competition, diversity and choice

Question 1

new vocationalism

Answer 1

• conservative
• t aimed to provide young people who were failing in academic subjects with vocational skills so they would avoid unemployment. These included:
• youth training shceme
• NVQ
• GNVQ

Question 2

youth training scheme

Answer 2

training offered to NEETS (young people not in education, employment or training). One year course for those who had just left school. If young people did not accept this training their benefits (job seekers allowance etc) were taken away from them. Paid a “nominal wage”

Question 3

NVQ

Answer 3

On the job training, not seen in the same light as academic qualifications. Popular with trades jobs - Plumber, electrician, carpenter

Question 4

GNVQ

Answer 4

Training in key sectors such as health and social care, leisure and tourism. Enables students to develop skills for workplace. Were gained in schools and colleges

Question 5

education reform act 1988

Answer 5

• conservative party
• borrowing a dynamic from the private sector and applying it to the public (based on competition and consumer choice). The main policies that provided this were:
• league tables
• ofsted

Question 6

league tables

Answer 6

Raised competition between schools and colleges, therefore standards were raised within these – It created competition to ‘be the best’. Schools were increasingly being marketised and compared in these league tables. An element of choice was introduced, where parents could specify which school was their preferred choice. There was ‘open enrolment’. (School open days, prospectus, websites – sold like products).

Question 6

ofsted

Answer 6

• Quality assurance body created to check level of education was suitable in schools through detailed and rigorous inspections. Reports then published publicly for parents to read

Question 7

new deal for young people**

Answer 7

• labour
• It was part of an attempt to reduce unemployment by providing training, subsidised employment and voluntary work t
• consultation called ‘Gateway’ which helped people with interview techniques and job searching skills. If they could not get a job following this training, they were faced with choices to either re-train in full time education for a year, or join the voluntary sector.
• f they refused this opportunity people would have their benefits taken away. This was aimed at ensuring young people who had a bad experience in education still had choices that could make them employable

Question 8

**specialist schools **

Answer 8

• empowered secondary school comprehensives to become specialised in a specific area of academic interest eg. science, P.E.
• This application would have to be supported by a statement as to why this area was an area of specialism in the school, and would then result in a formal status, and increased funding for resources and facilities in those subjects.
• therefore give parents increased choice over the kind of school they sent their children to, possibly wanting to prioritise one area over another

Question 9

academisation

Answer 9

• Proposal to convert schools into academies. Initially schools or colleges graded as ‘Outstanding’ by Ofsted could appeal to become an academy
• places funding directly into the hands of central government. Local sponsors are encouraged to provide additional funding (for tax benefits), and schools can become part of an multi-academy trust (MAT) in which several schools pool resources. Schools also gain autonomy over the content they teach, and the teachers they can employ.
• would allow schools more autonomy and control to push for the highest standards

Question 10

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free school

Answer 10

– Similar to academies, but completely free from following the national curriculum. They are opened in areas ‘where they are needed’. They are state funded, set up by parents and often parents and community leaders are the teachers (regardless of qualifications)