Education T4- Policies Flashcards
(97 cards)
1
Q
What was schooling like before 1870
A
Some elementary education was provided by churches and charities, and children could attend fee paying public schools or selective grammar schools for secondary education
2
Q
What fraction of children received no education in 1870 and before
A
1/3 of children received no education at all before 1870
3
Q
When were state schools introduced
A
1900s
4
Q
Was private schooling available before the 1900s
A
Private schooling was available before the 1900s but only to the very wealthy
5
Q
How did most poor children before the 1900s learn
A
Lucky poor children might have had a church education, but most learnt the basics from their family
6
Q
State the education act introduced in 1870
A
The education act (Forster Act)
7
Q
Describe the 1870 Education act (Forster act)
A
Provided state schools for all 5-11 year olds
8
Q
When was education made compulsory
A
In 1880 education was made compulsory up to the age of 10
Was then made compulsory in 1880 for children aged 5-13
9
Q
What factor determined the type of education children got in the education act (Forster act)
A
Class determined what type of education they got Middle class received academic curriculum Working class received basic literally and numeracy influencing which jobs they could do after school
10
Q
When we’re Local Education Authorities (LEAs) introduced
A
1902
11
Q
What were local education authorities
A
In 1902 LEAs were established and the number of grammar schools expanded. Although grammar schools still charged fees, some working class children who passed a scholarship exam were given free education
12
Q
When was state education completely organised
A
In 1944, state education was complexity organised with the intention of providing a comprehensive and feee education for everybody up to the age of 15
13
Q
What did the 1944 act establish
A
3 types of secondary schools under the tripartite system.
14
Q
What was the tripartite system (1994) based on
A
Based on the assumptions that different types of pupil were better suited to different types of education.
The differences were based on what was seen to be an innate ability, which was believed to be fixed and measurable at the age of 11, using intelligence tests (IQ tests)
15
Q
What is the 11+ test
A
An IQ test given to pupils ages 11 to determine what type of school they would enter under the tripartite system
Consisted of questions that were supposed to measure the abstract reasoning ability of pupils
16
Q
Describe factors of grammar school under the tripartite system (1994)
A
Administration: passing an IQ test (11+) provided for around 20% of pupils
Type of education: academic education. Often included classics
Typical pupils: mainly middle class
-more places for b than g
17
Q
Describe factors of secondary modem school under the tripartite system (1994)
A
Basis of administration: failing 11+ and lacking aptitude in technical subjects
-provided for around 70% of students
Type of education: less academic than grammar schools, much more emphasis on practical and vocational subjects
Typical pupils: mainly working class
18
Q
Describe factors of technical school under the tripartite system (1994)
A
Basis of administration: aptitude for technical subjects
- Provided for around 5% of pupils
Type of education: emphasising technical, vocational skills
Types of pupils: variety of backgrounds, particularly working class
-more b than g
19
Q
4 criticisms of the tripartite system
A
- Many critics say the 11+ did not truly measure ability. Also argued that 11 was too young to measure ability
- different types of school were not recognised as having equal status
- fewer places for girls than boys, even tho g tended to score higher in the 11+ exam, for fear there would be too few boys in top schools
- system was socially diverse
20
Q
When were comprehensive schools introduced
A
1960s due to criticisms put forward by social democrats (aimed at the tripartite system suggesting many groups were made to fail)
21
Q
What did comprehensive schools (1960) intend to do
A
Break down class divisions by ensuring that people from all classes were educated in the same sort of school - created more equality of opportunities, since no one would be disadvantaged
22
Q
Functionalists view on comprehensive schools
A
:)
Argue comprehensive schools promote social intergration by bringing children of different s. Classes together in one school
23
Q
What did Ford find on comprehensive schools 1960
A
Studied mixing in comprehensive schools and found very little between the different social classes
24
Q
Marxist view on comprehensive schools 1960
A
:(
“Not meritocratic”
Instead reproduce class inequalities
-labelling, streaming and setting are to blame. Although children are not selected at 11, they are still not given fair and equal opportunities
25
Conservative party criticisms on comprehensive schools (1960s)
Believed comprehensive schools were ineffective, objecting that;
- c schools had poor discipline, which made progress for all children problematic
- comprehensives had lowered standards by undermining the excellent academic education offered in grammar schools. The most able did not have their ability stretched and the poor behaviour of the less able dragged down those who wanted to work hard and succeed
- they were less successful than grammar schools in offering academic education which stretched talented working class children and facilitated upward social mobility
26
What did supporters of social democratic policies (same people who introduced comprehensive schools) think about comprehensive schools
```
Also felt that comprehensive schools were a failure; the introduction of streaking and setting reproduced academic and class divisions within the schools.
Higher academic sets were generally middle class, while the non academic, lower sets were mainly working class
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27
Evidence to support comprehensive schools (1960)
Some evidence comprehensives did not lead to a lowering of standards. For example, the proportion of the population gaining A Levels and higher O levels (GCSEs) increased
28
What did the conservative government focus on in the education system 1988 education reform act (era)
Conservative government focused on the marketisation of the education system. An “education market” was created by reducing direct state control over education and by increasing both competition between schools and parental choice of schools
29
David definition of parentocracy
Parents were given the choice of where to send their kids to school. David (93) refers to marketisation of schools as “parentocracy” ruled by parents. This has led to a shift in power from the producers (school and teachers) to the customers (parents)
30
When was the national curriculum introduced
National curriculum introduced in 1988 led to a complete overhaul of subjects. It stated which subjects to study at which level and which ones to make compulsory. Ig also introduced regular testing, the SATS at the end of a stage of schooling
31
Neoliberals (aka new right) (conservatives) view on stage run services
Neoliberals/new right believe that state run services tend to be inefficient
32
Neoliberals/ new right view on the free market
Believe the free market, in which companies compete for business, provides incentives for improvements in the quality of services over time. Expenditure by the state that they see as unnecessary or excessive is a drain on the economy, since it must be paid for out of taxes that ultimately come from the profits of companies
33
What is the free market
Where companies compete for business
34
Neoliberals/ new right view on introduction of market forces, competition and choice into education
Believe that the introduction of market forces, competition and choice into education can lead to greater efficiency and improve standards by creating a more skilled workforce. They are therefore in favour of the marketisation of education; creating a market in education, just as there is a market for the products of private businesses
35
What a neoliberals not in favour of in terms of schools
Neoliberals are not in favour of making all pupils attended comprehensive schools since this limited choice, restricted competition and in their view, lowered standards and undermined academic education.
36
What were neoliberals in favour of in terms of schools
Neoliberals were in favour of a creature emphasis on vocational education with the skills required by the employers.
37
To neoliberals (new rights) what was the purpose of education
To neoliberals the purpose of education was to promote economic growth by raising standards and training the workforce, rather than trying to produce greater equality of eradicate class difference
38
Details of the formula funding and open enrolment policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
School admissions were not controlled by LEAs and schools could enrol as many pupils as they could physically fit into the school
39
Purpose of the formula funding and open enrolment policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
- Competition would drive up standards
- popular schools could expand, so more pupils got a good education
- poorer schools had to improve or teachers jobs were at risk
40
Problems/criticisms of the formula funding and open enrolment policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
- schools in middle class areas tended to be better than those in working class areas
- popular schools tended to be overcrowded so many people didn’t get their first choice
- middle classes manipulate the system to their advantage
41
Details of the national curriculum policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
Government stipulates most of the curriculum content with detailed targets for achievement of kids at different key stages
42
Purpose of the national curriculum policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
- to ensure basic skills (eg maths, Eng, science) are taught consistently, so school leavers are employable.
- To provide a common basis for measuring progress and evaluations school performance
43
Criticisms/problems of the national curriculum policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
- the national curriculum restricted choice of subjects designed to meet local needs/interests
- some saw a cultural bias in the content, eg lack of concern wigh issues of interests to minority groups- ethnocentric curriculum
44
Details of testing and attainment targets policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
-performance tests introduced at ages 7, 11, 14, 16
45
Purpose of testing and attainment targets policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
-to provide info at all levels of school education and to focus the efforts of schools on achieving key targets
46
Problems/criticisms of testing and attainment targets policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
-amount of testing sent to be excessive and important to schools focusing too much on tests
47
Details of introduction of league tables and regular, published inspections policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
-league tables were introduced to judge performance of schools
School inspectors became more frequent and the reports more accessible to parents
48
Purpose of introduction of league tables and regular, published inspections policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
-to provide info to parents so that they can make rational decisions about choices of school/make school more accountable and therefore drive up standards
49
Problems:criticisms of introduction of league tables and regular, published inspections policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
- schools can attract more pupils have a built in advantage
- league tables measure a limited range of outcomes, schools focus on achieving league table success rather than broader educational objectives
50
Details of introduction of new types of schools policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
Existing schools could become grant-maintained- funded directly by the government rather than the local authority. Forth technology colleges were partly funded by the private sector. They emphasised maths, science and technology
51
Purpose of introduction of league tables and regular, published inspections policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
- intend to provide more choice and greater variety in the education system
- to encourage further competition
52
Problems/criticisms of introduction of league tables and regular, published inspections policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
Grant- maintained schools were a way of reintroducing selection, which mainly benefited the middle class
-seen as designed to reduced the power of labour-run councils as much to improve education
53
State the 5 policies introduced by conservative government under Margaret thatcher
- Formula funding and open enrolment
- the national curriculum
- testing and attainment targets
- introduction of league tables and regular; public inspections
- introduction of new types of school
54
Time period of which the conservative government was present influencing educational changes
Conservative governments of margerat thatcher and John major (1979-1997)
55
What party was in power from 1997-2010
From 1997-2010, the new Labour Party was in power under the leadership of Tony Blair and then from 2007 Gordon Brown
56
5 acts introduced by new Labour Party influenced by social democratic philosophy
- Excellence in cities
- Sure start
- Academies
- Further education expansion and ema
- Expansion of higher education
57
4 policies introduced by new labour government influenced by neoliberal philosophy
- Specialist schools
- use of league tables
- new deal for young people
- vocational GCSEs and A levels
58
Details of Excellence in cities policy introduced by new Labour Party influenced by social democratic philosophy
Extra resources provided for education in disadvantaged inner-city areas.
Included learning canters with IT facilities, learning mentors and units for children at risk of exclusion
59
Purpose of Excellence in cities policy introduced by new Labour Party influenced by social democratic philosophy
Improved results for disadvantaged pupils by helping them overcome economic and social disadvantage
60
Details of sure start policy introduced by new Labour Party influenced by social democratic philosophy
Provided extra help for pre-school children in deprived areas, eg play centres and home visits to advise parents on pre school education
61
Purpose of sure start policy introduced by new Labour Party influenced by social democratic philosophy
Allow children to have equal starting chances
62
Details of academies policy introduced by new Labour Party influenced by social democratic philosophy
New schools, partly sponsored by businesses, set up to replace failing comprehensive schools
63
Purpose of academies policy introduced by new Labour Party influenced by social democratic philosophy
To ensure that no children, particularly those in poorer areas, were educated in ineffective schools
64
Details of further education expansion and ema policy introduced by new Labour Party influenced by social democratic philosophy
Fe was expanded and participation rates increased. EMAs provided payments of up to £30 a week to children from less affluent homes continuing in education after school
65
Purpose of further education expansion and ema introduced by new Labour Party Influenced by social democratic philosophy
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Help give pupils a chance to go onto further education.
To provide more opportunities on post-compulsory education for those from working class backgrounds. EMAs were intended to reduce drop out rates by making it more affordable to stay in education
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66
Details of expansion of higher education policy introduced by new Labour Party influenced social democratic philosophy
Number of places in higher education was increased rapidly, nearly doubling between 1990 and 2004
67
Purpose of expansion of higher education policy introduced by new Labour Party nfluenced social democratic philosophy
To increase opportunities for people from all class backgrounds, but particularly those from the working class
68
Details of specialist schools policy introduced by new Labour Party influenced by neoliberal philosophy
Schools could apeiciakiss in one of 10 areas (eg. Computing, science, sports and humanities) and select up to 10% of pupils according to aptitude in the specialism
69
Purpose of specialist schools policy introduced by new Labour Party influenced by neoliberal philosophy
To increase choice as opposed to everyone going to standard comprehensive schools.
Increased choice and institutional diversity to meet the needs of an individual pupil
70
Details of league tables policy introduced by new Labour Party influenced by neoliberal philosophy
League tables continued to be used and more details published, including “value added” scored based on progress
71
Purpose of league tables policy introduced by new Labour Party influenced by neoliberal philosophy
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To drive up standards by fostering competition and to measure progress towards government targets
-value added league tables intended to provide a fairer measure of the schools’ performance by taking some account of class difference
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72
Details of new deal for young people policy introduced by new Labour Party influenced by neoliberal philosophy
Provided education, training, voluntary work or subsidised jobs for unemployed young people as well as support from personal advisers
73
Purpose of new deal for young people policy introduced by new Labour Party influenced by neoliberal philosophy
To prevent young people joining the ranks of the long term unemployed
74
Details of vocational GCSEs and a levels policy introduced by new Labour Party influenced by neoliberal philosophy
NVQs were changed to vocational GCSEs and a levels in 2001
75
Purpose of vocational GCSEs and a levels policy introduced by new Labour Party influenced by neoliberal philosophy
To improve the status of vocational qualification, so that they were not seen as second rate compared with academic qualifications
76
Tomlinson criticism on new right policies
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Reintroducing selection through specialist schools; this favoured the middle class who were better able to get their children into oversubscribed schools
-an over emphasis on targets and league tables- leading to a narrow focus within education
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77
Trowler criticism on new Labour Party and their education policies
Trowler believes new labour underestimated the degree to which inequality in society prevents equality of opportunity in education
78
McKnight et al support on new labour policies in education
McKnight et al found that overall standards have risen, with improvements in GCSE and A-level and KS tests, and a small reduction in class differences in achievement in school
79
when was a coalition government introduced
In 2010 a coalition government was introduced
80
Who made up the coalition government in 2010
Mainly conservatives but with the support of the Liberal Democrats
81
Whos policies did the conservative parts of the coalition government (2010) favour
The conservative parts of the coalition government favoured neoliberal policies, encouraging marketisation and more choice
82
Whos policies did the Liberal Democrat parts of the coalition government (2010) favour
Liberal Democrats part of the coalition government 2010 favoured social democrat policies, emphasis g equality of opportunity.
83
What party of the coalition government 2010 was dominant
The conversation part of the coalition was dominant and the minister of education was a conservative MP throughout
84
Conservative or Liberal Democrat policy (2010 coalition policies)
“The coalition gov. encouraged all schools to become academies and independent of local authority control. With incentives, over 60% of stage schools were academies”
Conservative policy in the coalition
85
Conservative or Liberal Democrat policy (2010 coalition policies)
“Free schools were introduced”
Conservative part of the coalition policy
86
What are free schools and under what party were they introduced
Under the conservative part of the coalition policy
Free schools were funded by the state but could be set up by businesses, religious organisations, parents or teachers.
The idea was to give choice where existing state schools were poor. These schools could choose their own curriculum to some extent, eg; one free school put meditation on their curriculum
87
Conservative or Liberal Democrat policy (2010 coalition policies)
“Although fees were greatly increased for unis, the loans that paid for them were only repayable once graduates earned £21,000+ per year, and some students from disadvantaged backgrounds were given maintenance grants instead of loans”
Liberal Democrat policy of the coalition
88
Conservative or Liberal Democrat policy (2010 coalition policies)
“Introduction of pupil premium”
Liberal Democrat policy of the coalition
89
What is pupil premium and what part of the coalition gov introduced this policy
Liberal Democrat part of the coalition gov introduced this policy
Extra money from outside the main schools budget (totalling £7bilkion) sent direct to schools based on the number of pupils in receipt of free school means
90
Conservative or Liberal Democrat policy (2010 coalition policies)
“Some academies are privately run by academy chains”
“Educational maintenance allowance for poker students in sixth form were cut”
Conservative parts of the 2010 coalition policies
91
When were conservatives introduced
2015 conservative government under David Cameron, but was replaced in 2016 by Theresa may due to brexit loss
92
David Cameron conservative 2015 policy on academies
In 2015, conservative leader David Cameron announced that every school would become an academy regardless of the wishes of the parents. However this was withdrawn in 2016 when the government decided it would not be compulsory after all
93
2015 maintenance grants under Conservative party David Cameron
In 2015, maintenance grants for poorer students were removed, and replaced by loans
94
2016 conservative government introduction of grammar schools
In 2016, ig was announced that the government wanted to allow new, academically selective grammar schools to be set up
95
What happened to the free school programme under the conservative government in 2015
The free school programme was extended under the conservative government in 2015
96
How have the post 2015 conservative policies been criticised
Many of the post 2015 conservative education policies have been criticised for increasing inequality by cutting support for poorer students, increasing the costs of staying on in education and making it impossible for elitist free schools and academies to develop within the state education system
97
Radcliffe criticism on pupil premium under the 2015 conservative government
Radcliffe criticised pupil premium because much of the money was not spent on poorer children, but was used to plug a funding app in other areas of schools’ budgets
