Education:Policies Flashcards
(61 cards)
What was the Butler act 1944
Tripartite System
-Gov. wanted to create a ‘land fit for heroes’ after WW2.
-Gave all children free access to secondary schooling until age 15 (mainly targeted WC)
-Aimed to create a meritocratic school system- abolishing class based inequalities
-Created a 3 tier system of schools- secondary modern school (for everyone else), technical, grammar (for more academic pupils). Allocation to these schools depended on performance on the 11+ exam.
Comprehensive schools 1965
-Introduced by the Labour government in 1965.
-Aimed to replace the Tripartite System and reduce class inequality in education by providing a more meritocratic system. Also aimed to allow late developers a chance to succeed academically.
-All children attended the same type of school regardless of ability, social class, or gender.
-Abolished the 11+ exam and so it was non-selective – no entrance exams.
-Local schools for specific catchment areas
-Mixed-ability teaching (in theory), though many schools used streaming or setting.
What is meant by marketisation
introducing market principles (choice, competition, consumerism) into public services like education. It was a key feature of the 1988 Education Reform Act, influenced by New Right ideas.
What are the aims of marketisation
-Raise standards through competition.
-Improve efficiency and accountability.
-Encourage choice and consumer satisfaction.
-Help the UK compete in the global economy.
What is cream skimming
Good schools picked the most able pupils to boost results and stay high on league tables.
What is slit shifting
Less able or disadvantaged students were avoided (silt-shifting), especially by oversubscribed schools.
When was the Baker Reform act
1988
Key features of the Baker reform act 1988
-Local management of school (LMS)
-Parental choice and open enrolment
-League tables
National curriculum and standard testing
-Ofsted
-Grant maintained schools
What did Local management of schools do from 1988 onwards (baker reform act)
-Schools were given the power to manage their own budgets, rather than relying on local education authorities (LEAs) to allocate funding.
-It gave headteachers and governing bodies more autonomy over how money was spent—on staffing, equipment, and resources.
-Increased schools’ independence and encouraged them to run more like businesses, focusing on efficiency and value for money.
(However, critics argue that it created inequalities between schools with more experienced leadership and those with less support.)
Parental choice and open enrolment (baker reform act)
-Parents were allowed to apply for their child to attend any school, not just the local catchment-area one. Schools had to accept pupils unless they were full.
-The aim was to create a “parentocracy”—where parents, not the state, had power over schooling decisions.
-This encouraged schools to compete for students (and the funding that came with them).
-In theory, popular schools would expand or be copied, and unpopular ones would improve or close.
What is meant by parentocracy
Where parents, not the state, had power over schooling decisions
League tables (baker reform act )
-Schools’ exam results were published in national league tables, ranking them by performance.
-These rankings were meant to inform parents and hold schools publicly accountable.
-League tables motivated schools to raise exam results, but also led to “teaching to the test” and a focus on league-table success over broader education.
-They showed the percentage of students obtaining at least five grades A-C at GCSE.
-Later, additional measures were included - E.G value added and most improved. The value added score measures the difference schools have made between the ages of 11 and 16-for example, how much a school has improved a student’s attainment over the five years of secondary education.
-‘Most improved’ looks at the improvements in GCSE results in particular schools over time.
National curriculum and standard testing (baker reform act)
All state schools were required to follow the same curriculum and students were tested at ages 7, 11, 14 (SATs), and 16 (GCSEs).
-This allowed for the comparison of schools’ academic performance, reinforcing the league table system.
-It standardised what was taught across England and Wales, ensuring that all students received a “core” education.
Ofsted (baker reform act)
-Created to inspect schools and publish reports.
-Increased accountability and transparency.
(Help parents with the decision and raise standards)
Grant maintained schools (baker reform act)
-These schools were funded directly by the government, bypassing local education authorities. They had more freedom in terms of curriculum, admissions, and governance.
-This introduced greater diversity in the types of schools available, as they operated with more autonomy compared to traditional state schools.
What did Gerwitz (195) find about parental choice in schooling
identified three types of parents:
• Privileged-skilled choosers (middle class): Knew how to navigate the system.
• Disconnected local choosers (working class): Lacked the resources and knowledge to make informed choices.
• Semi-skilled choosers (between the two).
• Conclusion: Marketisation widened the gap between social classes in educational achievement.
What does Ball (1994) say about the impact of marketisation of schools
Created a “myth of parentocracy” — not all parents had equal power or access.
When was new vocationalism introduced
In the 80s and 90s
What is New Vocationalism in education?
education policies introduced in the 1980s–1990s that aimed to make education more work-related by focusing on practical skills, work experience, and training. It targeted youth unemployment and aimed to align education with the economy.
Why was New Vocationalism introduced?
It was introduced to tackle youth unemployment, address skills shortages, and reduce the mismatch between academic education and the demands of the labour market.
What are National Vocational Qualifications (NVQs)?
NVQs, introduced in 1986, are job-specific qualifications developed by the National Council for Vocational Qualifications. By 1990, around 170 existed, aiming to provide standardised, practical training for specific occupations.
What are General National Vocational Qualifications (GNVQs)?
Introduced in 1995, GNVQs covered broader vocational areas like health & social care or tourism. They offered an alternative to GCSEs and A-levels, particularly for students less suited to academic paths.
What are Modern Apprenticeships?
Launched in 1995, these schemes combined paid work with part-time study (usually in college), leading to a Level 3 NVQ. They aimed to prepare young people for skilled employment.
What were Youth Training Schemes (YTS)?
Introduced in the 1980s, YTS offered school leavers a combination of job experience and education. Though meant to increase employability, they were criticised for being low-quality and exploitative.
