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EDUCATION - Millie > educational policy > Flashcards

educational policy Flashcards

1
Q

what happened in 1944?

A

Butler Education Act

introduced tripartite system

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2
Q

what was the tripartite system?

A

11+ used to determine whether children attended:
grammar school, secondary modern, technical schools
suppossed to be meritocratic and allow ascribed status’ to fairly develop

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3
Q

what were the different schools in the tripartite system?

A

grammar - academic curriculum and access to non-manual jobs and HE. Mainly M/C
secondary modern - non-academic ‘practical’ curriculum and access to manual work for pupils who failed 11+. Mainly W/C
technical schools - only a few (bipartite system)

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4
Q

how did the tripartite system reproduce and legitimate inequalities?

A

channelled social classes into different types of schools that offered unequal opportunity.
gender ineqaulity by requiring girls to gain higher marks in 11+ to attend grammar schools
ideology that ability is inborn and can be measured early on, ignoring the impact a child’s environment can have

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5
Q

what year were Educational Priority Areas set up?

A

1967

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6
Q

what did EPA do?

A

aimed to compensate for poverty
provide schools with extra money and resources to raise poor children’s achievement and encourage parental involvement in education.
inspired by CD and MD theories.

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7
Q

what year was the comprehensive system introduced?

A

1965

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8
Q

which gov introduced the comprehensive system?

A

labour

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9
Q

what did the introduction of the comprehensive system involve?

A

11+ and grammars and secondary moderns = abolished
all children within a catchment areas would go to the same school
supposed to be meritocratic

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10
Q

why did the grammar-secondary modern divide still exist in many areas?

A

left to LEA to decide whether to ‘go comprehensive’

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11
Q

what is the functionalist view on comprehensives?

A

promote social integration, social solidarity and meritocracy by bringing students from different backgrounds together.

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12
Q

who criticises the functionalist viewpoints and why?

A

FORD - little social mixing between W/C and M/C in comprehensives due to setting and streaming

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13
Q

why do functionalists see the comprehensive system as more meritocratic?

A

gives students longer period to develop and show their ability, unlike the tripartite system, which sought to select the most able at the age of 11.

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14
Q

why do marxists believe comprehensives aren’t meritocratic?

A

‘myth of meritocracy’ - streaming benefits M/C

not selecting at 11 makes failure seem the fault of the individual> system

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15
Q

why might there not be a mixture of classes in comprehensives?

A

catchmemt areas:

people tend to live alongside others from similar social background

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16
Q

why could catchment areas cause W/C failure?

A

deprived inner-city catchment = predominantly W/C intake. parents may not be abe to educationally support children.
Schools become ‘failing’ and struggle to attract teaching staff

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17
Q

what is ‘selection by mortgage’?

A

A good school can raise house prices in catchment areas, causing W/C parents to be priced out of the housing market

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18
Q

what are the ‘successes’ of comprehensives?

A
  • W/C have opportunity to pursue same qualifications as M/C
  • more W/C now enter HE
  • less bright students benefit from the greater range of courses
  • exam results of top comprehensives compare well with private sector
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19
Q

what are the ‘failures’ of comprehensives?

A
  • HARGREAVES and BALL - the comprehensive ideal is undermined by streaming and its often based on social class/conformity>ability
  • some LEA continue with grammar school
  • comprehensives in suburban areas achieve better results than innner-city areas = reproducing class inequaluty
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20
Q

what happened in 1979?

A

shift away from social Democratic emphasis on equal opportunities to New Right emhasis on marketisation, parental choice and selection.

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21
Q

what is marketisation?

A

the introduction of market forces of consumer choice and competition between suppliers into areas run by the state.

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22
Q

what happened in 1988?

A

Education Reform Act

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23
Q

which government introduced ERA?

A

conservative

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24
Q

what 2 important changes to the administration of state education were introduced by the ERA that helped schools market themselves?

A

1 - open enrolment: parents are allowed to select multiple schools to send their children too, but only specifying one as their ‘first choice’. result of this was that some schools became oversubscribed, and these were allowed to select pupils according to certain criteria.
2 - formula funding: money given to schools based on the number of students they attracted.

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25
Q

who describes marketised education as ‘parentocracy’?

A

MIRIAM DAVID

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26
Q

what is parentocracy?

A

rule by parents.
ERA gave power to the parents to shape their educational future by giving them the right to choose which school their children attend

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27
Q

what were some of the ERA measures?

A
  • League tables and Ofsted report publications
  • National Curriculum hailed as meritocratic
  • testing at 7, 11 and 14
  • diversification - give more choice. Existing schools could opt out of LEA control and become directly funded by central gov. ‘grant maintained schools’ managers had freedome over marketing, enrolment and selection
  • specialist schools e.g. IT schools widened parental choice
  • parents and others can set up free schools
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28
Q

what does BARLETT believe league tables encourage?

A

cream-skimming - ‘good’ schools can be more selective, choosing to recruit high achievers. Mainly M/C.
Silt-shifting - good schools can avoid taking less able students who may damage position on league table.

overall effect is to produce unequal schools and that produce reproduce social class inequalities

29
Q

what is the funding formula?

A

schools allocated funds based on how many pupils they attract

30
Q

how does the funding formula reproduce inequalities?

A

popular schools = more funds so have better-qualified teachers and facilities. Their popularity allows them to be selective and attract more able M/C applicants.
unpopular schools lose income and find it difficult to match popular schools.
Popular schools with M/C pupils thrive and unpopular schools fail to attract pupils. Funding cut more.

31
Q

what did the Institute for Public Policy Research 2012 find?

A

competition-orientated ed. systems produce more segregation between children of different social backgrounds.

32
Q

how does marketisation and the increased parental choice benefit M/C?

A

parents have economic and cultural capital which puts them in a better position to choose good schools.

33
Q

how many London schools did GEWIRTZ study?

A

14

34
Q

what did GEWIRTZ claim about parentocracy?

A

it is a myth because parental power is not equally distributed accross all parents. M/C have the advantage of cultural, economic and educational capital

35
Q

what 3 types of parents does GEWIRTZ identify?

A

Privileged-skilled choosers
Disconnected-local choosers
semi-skilled choosers

36
Q

who are the priveleged-skilled choosers?

A

mainly professional M/C parents. Use their economic and cultural capital to gain educational capital for children.
took full advantage of choices open to them
cultural capital - knew how admissions worked and had time to visit schools and skills to research choices
economic capital - could afford to move children around system to get best deal e.g. paying travel costs so children could attend better schools

37
Q

who are the disconnected-local choosers?

A

W/C parents whose choices were restricted by lack of cultural/economic capital.
difficult to understand admissions and less confident in dealings with the school and less aware of choices available
many attached importance to safety/quality of facilities than to league tables
distance and cost = major restrictions on their choice of school.

38
Q

who are the semi-skilled choosers?

A

mainly W/C but were ambitious for children.
lacked cultural capital and found it difficult to make sense of ed. market often relying on other people’s opinions.
frustrated at inability to get children into the schools they wanted

39
Q

why does BALL describe parentocracy as a myth?

A

makes the education system seem as if it is based on parents having free choice - legitimising inequality

40
Q

why is the ERA criticised?

A
  • concerns over frequent testing
  • schools often excluded students to improve their image
  • failed to address inequalities caused by existence of private schools
41
Q

what is new vocationalism?

A

range of education schemes to deal with ‘skills crisis’

introduced by New Right politicians in 1980s

42
Q

what are 2 schemes from new vocationalism?

A

YTS - 1 year training scheme: combined work experience with education for unemployed school leavers
GNVQ - alternatives to academic courses. aimed to prepare students for work by teaching job-specific skills and placing students into work experience

43
Q

how does Marxist FINN evaluate new vocationalism?

A
  • it was lack of jobs>inadequate skills that caused youth unemployment
  • hidden function of YTS = produce low-skilled cheap labour
  • such schemes legitimated class inequalitiy as M/C youths were educated to university standard and W/C trained for manual work.
44
Q

what did New Labour goverments of 1997-2010 aim to do?

A

introduce policies to reduce inequalities

45
Q

what policies did New Labour introduce?

A
  • Education Action Zones - provide with extra resources and Sure Start centres
  • EMA - payments to students from low-income backgrounds to encourage them to stay after 16 to gain better qualifications
  • smaller classroom sizes
  • city academies created to give fresh start to inner-city W/C schools
  • increased funding for state education
  • Aim Higher programme to raise aspirations of groups under-represented in HE.
  • free pre-school nursery
  • Gifted and talented: identify top 5% of students in inner-city schools and provide them with extra study supports.
46
Q

What does BENN describe as the ‘New Labour paradox’?

A

the contradiction between Labour’s policies to tackle inequality and its committment to marketisation.
e.g. introducing EMAs to help students stay in education but introducing tuition fees for university.

47
Q

what three areas can the New Rights influence on labour be seen?

A

choice and selection
diversity
parental choice

48
Q

how can the New Right’s influence on labour be seen? CHOICE AND SELECTION

A

labour expanded Conservative policy of specialist schools.
1998 - made it possible for schools to select 10% of their intake based on existing specialisms
2006 Education and Inspections Act gave schools greater freedom to be selective by setting their own admission arrangements.

49
Q

how can the New Right’s influence on labour be seen?

DIVERSITY

A

Until 1997 only faith schools funded by state = Christian and Jewish.
2006 Act expanded faith schools to other religions

50
Q

how can the New Right’s influence on labour be seen?

PARENTAL CHOICE?

A

parents given right to request new schools for children

51
Q

what party initiated the Private Finance Initiative?

A

labour

52
Q

what is the Private Finance Initiative?

A

involves private contractors abd state jointly funding the building of new schools and colleges.
Exam boards and some Ofsted inspections are in private hands.
led to critics suggesting education has become a commodity

53
Q

why does CHITTY criticise New Labour?

A
  • opening up the public sector of education to privatisation. PFI was most costly than anticipated and led to some LA having financial problems
  • inefficiency of private contractors which failed to deliver services on time/ at lower cost than LA.
54
Q

what does BALL think of New Labour’s policies?

A
  • there was overall increase in proportion of students getting 5 or more GCSE’s at C but the class and gender divide in achievement persisted.
  • a significant Education Services Industry exists alongside the public sector. Education has become commodified and profit-orientated. Suggests the state will no longer be the main provider of education in the future
55
Q

why does TOMLINSON criticise labour?

A

deterring bright students from going to university by introducing tuition fees and for replacing means-tested maintenance grants with loans to be paid back with interest

56
Q

list the POSITIVE class social policies:

A 
New Labour:
EAZ 1997
EMA 1997
Sure Start 1998
Aimhigher 2004
Labour:
comprehensive system 1965
Liberal Democrats under Coalition:
Student premium 2014
57
Q

list the NEGATIVE class social policies:

A

University fees - New Labour and Coalition
Coalition gov:
Academies Act 2010: academies and Free schools and some state schools have the ability to select students
scrapping of EMA, Aimhigher and HE grants

marketisation - GEWIRTZ
1944 Butler Act

58
Q

list social policy associated with gender:

A
  • removal of sex stereotyped images/examples from textbooks
  • teacher training to raise consciousness of sexism
  • national curriculum
  • GIST/ WISE
  • coursework based GCSEs
  • equal opportunity laws
59
Q

what three phases have policies aimed at raising the achievement of EM children gone through?

A

assimilation policies
multicultural education policies
social inclusion

60
Q

what were assimilation policies?

A

1960s-70s
related to compensatory education
focused on need for pupils from EM groups to assimilate into mainstream GB culture, especially those who are non-English speaking

61
Q

why are assimilation policies criticised?

A

African Caribbean pupils already speak English and their underachievement lies in poverty/racism

62
Q

What are Multicultural education policies?

A

aimed to promote achievements of EM by valuing all cultures in the curriculum, raising their self-esteem and achievements

63
Q

who argues black pupils don’t suffer from low self-esteem and so MCE is misguided?

A

STONE

64
Q

what do critical race theorists think of Multicultural education policies?

A

tokenism - picks out stereotypical features of minority cultures but fails to tackle institutional racism

65
Q

why do the New Right criticise MCE?

A

perpetuating cultural divisions - ed should promote shared national culture into which minorities should be assimilated.

66
Q

social inclusion of EM pupils and policies to raise their achievement include:

A
  • monitering of exam results by ethnicity
  • amending Rce Relations Act to place legal duty on schools to promote racial equality
  • English as an Additional Language programmes
67
Q

how does MIRZA percieve policies directed towards ethnic achievement?

A

soft approach that focuses on culture, behaviour and the home rather than tackling institutional racism and poverty.

68
Q

list social policy associated with ethnicity:

A
  • marketisation - negative impact on poorer EM
  • teacher training to raise awareness of racism
  • EMA 1997 New Labour - since been cut
  • Sure Start 1998 New Labour
  • EAZ targeted inner city areas - often more EM
  • Gifted and Talented Programmes - GILBORN - white students twice as likely to be selected

EDUCATION - Millie (15 decks)

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