Policy (NewV)

Question 1

What are the three key areas explored in education policy reforms?

Answer 1

• Privatisation in education
• Privatisation of education
• Quality control policies

Question 2

What is Privatisation in Education?

Answer 2

Changing the internal processes of education to mirror a business model, aiming to make the system more efficient and effective.

Example: Introduction of Ofsted — external inspection agency assessing school performance.

Question 3

What is Privatisation of Education?

Answer 3

Bringing private businesses into schools to support daily operations (e.g. catering, finance, teacher training, curriculum delivery).

Question 4

What are Quality Control Policies?

Answer 4

Policies that ensure all schools provide the best possible education, usually overseen by the Department for Education (DfE).

Question 5

What did the Education Reform Act (1988) introduce?

Answer 5

• Ofsted — to inspect and assess schools
• National Curriculum — sets required subjects and topics
• National Testing (SATs) — end-of-key-stage tests for Year 6 and Year 9

Question 6

What are criticisms of the Education Reform Act (1988)?

Answer 6

• Ofsted causes schools to teach to satisfy inspectors rather than students’ best interests.
• SATs no longer seen as necessary; Year 9 tests scrapped.

Question 7

What policies did New Labour introduce to raise standards?

Answer 7

• Maximum Class Sizes (reduced 5–7 year old classes)
• Building Schools for the Future (improved school facilities)
• Education Action Zones (extra funding in deprived areas)
• Business Sponsored Academies (external companies funding state schools)

Question 8

What are criticisms of New Labour policies?

Answer 8

• Policies were expensive and unsustainable long-term.
• Some policies (like maximum class sizes) have been scrapped by later governments.

Question 9

What is Pupil Premium?

Answer 9

Additional funding for schools to support students from deprived backgrounds (e.g. FSM, military families, foster care).

Question 10

What is the English Baccalaureate (EBacc)?

Answer 10

GCSE requirement to study core academic subjects: English, maths, science, a humanities subject, a language, and three other subjects.

Criticism: Narrowed the curriculum by excluding arts and technology.

Question 11

What were the Examination Structure Reforms?

Answer 11

• Replaced modular exams with linear exams (final exams at end of Year 11 for GCSEs and Year 13 for A-Levels).
• Aimed to stop gaming the system and make exams more rigorous.

Question 12

What was the National Curriculum Reform?

Answer 12

• Made curriculum less prescriptive but still included basic requirements.
• Allowed more freedom for schools to shape teaching around students’ needs.

Question 13

What is the Independent Schools Sponsored Academies policy?

Answer 13

• Private schools provide funding, resources, training, and facilities to academies.
• Seen as privatisation but provides better opportunities for students.

Question 14

What is the Expansion of the Grammar School Programme?

Answer 14

• More grammar schools opened for academically able students.
• Entry by 11 Plus test (not mandatory but necessary for grammar school entry).

Criticism: Creates a two-tier education system.

Question 15

What were the Reforms to Ofsted?

Answer 15

• Focus shifted from data to curriculum through the Three I’s:
• Intent: What is taught and why.
• Implementation: How it’s taught.
• Impact: Effectiveness on student outcomes.

Question 16

What is the conclusion on Recent Conservative Education Policies?

Answer 16

• Aim to improve education standards and access to academic education.
• Criticised for potentially increasing inequality and limiting opportunities.
• Long-term effectiveness still remains to be seen.

Question 17

What is meant by marketization policies in education?

Answer 17

Marketization policies aim to create a marketplace for education by fostering competition within and between schools, giving schools greater independence and choice, and encouraging them to raise standards to attract students.

Question 18

Which government introduced the first marketization policies and when?

Answer 18

The Conservative government (1979–1997) introduced major marketization policies through the 1988 Education Reform Act.

Question 19

What were the key marketization policies introduced by the Conservatives (1979–1997)?

Answer 19

• League tables (ranking schools by performance)
• Funding formula (funding based on number of students)
• Open enrolment (parents could apply to schools outside catchment areas)

Question 20

How did league tables create marketization?

Answer 20

League tables compared schools based on GCSEs, A-Levels, Ofsted rankings, or PISA scores, creating competition as schools aimed to rank higher and attract more students.

Question 21

How did the funding formula promote marketization?

Answer 21

Schools were funded per student, meaning they had to attract more pupils to receive more money, incentivising them to improve standards.

Question 22

What was the impact of open enrolment introduced by Conservatives?

Answer 22

Parents could choose any school regardless of catchment area, creating competition between schools to attract students and offering greater parental choice.

Question 23

What criticisms were made of Conservative marketization policies?

Answer 23

Critics argued they widened inequalities, as affluent families could move closer to better schools, and encouraged a ‘teaching to the test’ culture instead of a holistic education.

Question 24

What marketization policies did New Labour (1997–2010) introduce?

Answer 24

• Maintained league tables, funding formula, open enrolment, and Ofsted
• Introduced specialist schools
• Introduced business-sponsored academies

Question 25

What were specialist schools introduced by New Labour?

Answer 25

Schools could specialise in a subject (e.g., PE, Music, Art, Science) to enhance choice and encourage competition, lasting 3–4 years and giving parents more targeted options.

Question 26

What were business-sponsored academies introduced by New Labour?

Answer 26

Schools were partly funded and supported by businesses, gaining greater independence from local authority control and adapting infrastructure and teaching methods.

Question 27

What marketization policies were introduced by the Coalition Government (2010–2015)?

Answer 27

• Free schools • New style academies and multi-academy trusts (MATs)

Question 28

What were free schools introduced by the Coalition government?

Answer 28

Schools free from local authority control, set up by charities, businesses, or parents, with freedom over curriculum and operations, creating more competition.

Question 29

What were new style academies introduced under the Coalition government?

Answer 29

Academies grouped under multi-academy trusts (MATs), allowing leadership to be shared across schools, more independence from local authorities, and competition between groups.

Question 30

How did Coalition reforms continue marketization?

Answer 30

By encouraging school independence, competition for pupils, and giving parents more educational choices, with academies and free schools shaping their own structures.

Question 31

What marketization trends were seen under the Conservative government from 2015 onwards?

Answer 31

• Continuation of marketization through remote learning autonomy • Decentralisation of remote teaching platforms (e.g., Zoom, Google Classroom, Teams)

Question 32

How did remote teaching during the Conservative government (2015–present) reflect marketization?

Answer 32

• Schools had freedom to tailor remote teaching approaches to their students’ needs (e.g., live lessons, blended learning, non-screen activities) • Different platforms were chosen based on school preference, showing competition and independence.

Question 33

What was the general impact of marketization across all governments?

Answer 33

• Increased competition between schools • Greater parental choice • School independence from local authorities • Widening inequalities for disadvantaged students • Focus on performance and results over broader educational development.

Question 34

What are the positives of the privatisation of education?

Answer 34

• Education becomes more efficient. • Provides more choice for parents. • Profit-making may encourage companies to support failing schools.

Question 35

What are the negatives of the privatisation of education?

Answer 35

• Takes money away from the education system. • Risk that businesses supporting schools might go out of business, leaving schools stranded. • Leads to less equality in the education system.

Question 36

How can privatisation encourage competition in education?

Answer 36

It motivates schools to improve standards and attract students by offering better quality education and facilities, driven by the need to succeed in a competitive environment.

Question 37

Why might privatisation reduce equality in education?

Answer 37

Private companies may favour profitable or high-performing schools, while disadvantaged schools may receive less support, worsening inequalities.

Question 38

How could privatisation harm schools long-term?

Answer 38

If companies go bankrupt or withdraw support, schools relying on private funding may be left without essential resources or infrastructure.

Question 39

What did Ball (1994) argue about the impact of marketisation policies like league tables?

Answer 39

Ball (1994) argued that marketisation, through policies like league tables, increased competition between schools, encouraging them to focus heavily on improving exam results to attract more students.

Question 40

What concept did Ball (1994) introduce to describe schools selecting students under marketisation?

Answer 40

Ball introduced the concepts of “cream-skimming” and “silt-shifting” — cream-skimming is when good schools select the best students to boost their results; silt-shifting is avoiding less academic students who might lower league table performance.

Question 41

How did Ball (1994) say league tables influenced school behaviour beyond teaching?

Answer 41

Ball argued that schools “taught to the test” to maximise their league table performance, narrowing the curriculum and prioritising subjects that are tested over broader education.

Question 42

What did Gewirtz (1995) find about parental choice under marketisation?

Answer 42

Gewirtz (1995) found that open enrolment policies created different groups of parents in terms of school choice: privileged-skilled choosers (middle-class), disconnected local choosers (working-class), and semi-skilled choosers (in between).

Question 43

How did Gewirtz (1995) link open enrolment to competition between schools?

Answer 43

Gewirtz found that open enrolment intensified competition because schools marketed themselves to parents by improving academic results, holding open evenings, and producing glossy brochures to attract applications.

Question 44

According to Gewirtz (1995), how did marketisation policies affect educational achievement?

Answer 44

Gewirtz argued that marketisation policies like open enrolment and competition led to better-performing schools improving further, raising achievement for some students, but also widened inequalities between schools.

Question 45

What are the four types of educational equality?

Answer 45

Access: All students should have access to good quality state schools, regardless of socio-economic background. Quality of Circumstance: All students should start school with similar levels of skills (e.g., reading, writing, social skills, fine motor skills). Equality of Participation: All students should fully participate in education, not be excluded due to background or lack of resources. Equality of Outcome: All students should have equal chances to achieve their best academic results, with support tailored to individual needs (equity vs equality).

Question 46

What were key policies of the Conservative Government (1979–1997)?

Answer 46

1988 Education Reform Act introduced under Conservatives. Open Enrollment: Parents could choose schools outside catchment areas — promoted equality of access. Criticism: Covert selection, postcode lottery, wealthier parents could still access better schools. National Curriculum: Created a standardised curriculum — aimed for equality of participation and outcome. Criticism: Curriculum was too academic, disadvantaging non-academic students, and interpretations varied between schools.

Question 47

What were the education policies of the Labour Government (1997–2010)?

Answer 47

Education Action Zones (EAZs): Extra funding for deprived areas to improve resources and teacher quality — aimed for equality of participation. Education Maintenance Allowance (EMA): £30/week payments to students in post-16 education, plus bonuses for attendance and achievement — promoted equality of participation and access. Criticism: EMA was expensive and ended due to high costs and monitoring challenges. Sure Start Programmes: Free preschool places and parental support for deprived children — promoted equality of circumstance. Criticism: Many Sure Start centres were later closed due to funding cuts.

Question 48

What were the education policies of the Coalition Government (2010–2015)?

Answer 48

Pupil Premium: Extra funding given to schools for disadvantaged students (including military families and looked-after children) — promoted equality of participation. Criticism: Misuse of funds in some schools despite being ring-fenced. Linear Exam Structures (Michael Gove): Moved to exams at the end of the course, limiting resits — aimed for equality of outcome. Criticism: Disadvantaged lower-working-class students who could not afford resits; exam anxiety issues.

Question 49

What are the education policies of the Conservative Government (2015–present)?

Answer 49

T Levels (introduced 2017): Vocational qualifications for students not suited to academic GCSEs/A Levels — promoted equality of outcome and participation. Criticism: Poor public understanding, slow implementation, and delays due to COVID-19. 100% Funding for Apprenticeships (16–18-year-olds): Free vocational training alternative to traditional education — promoted equality of access. Criticism: Some argue it manipulates youth unemployment figures.

Question 50

What is the difference between equity and equality in education?

Answer 50

Equality: Giving everyone the same resources and opportunities. Equity: Giving individuals the specific support they need to succeed (e.g., SEN resources, extra funding for deprived backgrounds).

Question 51

What are the criticisms of Coalition and Conservative Policies?

Answer 51

Pupil Premium: Sometimes misused despite being ring-fenced. Linear Exams: Unfair to students with financial or learning disadvantages. T Levels: Lack of employer understanding; unclear value compared to A-levels. Apprenticeships: Viewed by some as a method to artificially lower unemployment rates.

Question 52

What was the impact of New Labour Policies?

Answer 52

Short-Term Impact: Improved participation and access for students from deprived areas. Long-Term Problems: EMA scrapped, Sure Start funding cut, leading to closures of early-years support.

Question 53

What are the overall aims of all government educational policies (1979–present)?

Answer 53

Create a level playing field for all students (access, participation, outcome, circumstance). Improve economic efficiency by raising overall educational achievement and reducing dependency on welfare.

Question 54

What is meant by ‘economic efficiency’ in education policy?

Answer 54

Economic efficiency in education is about creating a flexible and trained workforce that can meet the needs of society by teaching essential skills, not about making schools profitable.

Question 55

What is the ultimate goal of education policy regarding the workforce?

Answer 55

The ultimate goal is to prepare students for the workforce by developing the skills they need to succeed, showing the correspondence principle in action.

Question 56

What does the correspondence principle refer to in education?

Answer 56

The correspondence principle suggests that education mirrors the workplace, preparing students with the skills, attitudes, and behaviours needed for working life, supporting capitalism.

Question 57

Which government introduced the National Work Experience Program, and when?

Answer 57

The Conservative government introduced the National Work Experience Program in the 1990s.

Question 58

What were the three main elements of the National Work Experience Program?

Answer 58

The three elements were: • Careers guidance • Work experience • Community service

Question 59

What did Year 10 students have to do under the National Work Experience Program?

Answer 59

All Year 10 (Key Stage 4) students were required to complete two weeks of work experience.

Question 60

How did schools organise student participation in the National Work Experience Program?

Answer 60

Schools used a collapsed curriculum day to simulate a job centre experience, where students selected work experience opportunities posted around the room and then interviewed with staff to discuss their choices.

Question 61

Why was the National Work Experience Program discontinued?

Answer 61

The New Labour government discontinued it due to concerns about safety and child protection.

Question 62

What initiative did New Labour introduce after ending the National Work Experience Program?

Answer 62

They introduced the Personal Learning and Thinking Skills (PELTS) program.

Question 63

What was the aim of the PELTS program?

Answer 63

The PELTS program aimed to identify and develop essential workplace skills like critical thinking, negotiation, teamwork, compromise, discussion, and debate throughout students’ education.

Question 64

How did teachers support the PELTS program in schools?

Answer 64

Teachers were asked to map essential skills to their schemes of work, showing where skill development opportunities occurred during lessons.

Question 65

Is the PELTS program still required today?

Answer 65

No, the PELTS program is no longer compulsory, but the idea of building workplace skills into teaching remains influential.

Question 66

Which government introduced STEM and STEAM subjects, and why?

Answer 66

The Coalition government introduced STEM (Science, Technology, Engineering, and Maths) and STEAM (Science, Technology, Engineering, Arts, and Maths) to promote skills needed for the global workforce.

Question 67

What programs were introduced to encourage girls into STEM careers?

Answer 67

The Coalition government introduced Girls in Science and Technology (GIST) and Women in Science and Engineering (WISE) to encourage more girls and women to pursue STEM careers.

Question 68

What is the overall role of economic efficiency in education policy?

Answer 68

Economic efficiency remains an important consideration in education policy, with initiatives focused on helping students develop essential skills for success in a rapidly changing global workforce.

Question 69

What causes patriarchy according to liberal feminists?

Answer 69

Discrimination in education, work, and politics; historical exclusion of women; and enduring stereotypes and expectations (e.g. appearance or caregiving roles).

Question 70

What are criticisms of liberal feminism?

Answer 70

• Too focused on working within the current system • Ignores deeper structural oppression • Doesn’t fully address violence or bodily autonomy • Seen as prioritising white, middle-class women’s experiences

Question 71

What do radical feminists believe about society?

Answer 71

Society is fundamentally patriarchal and structured to benefit men and oppress women in all areas — family, work, education, politics, and culture.

Question 72

What causes patriarchy according to radical feminists?

Answer 72

Men’s desire to control women, especially through institutions like marriage, family, and via sexual violence (e.g. rape, domestic abuse).

Question 73

How do radical feminists believe patriarchy should be dealt with?

Answer 73

Dismantling patriarchal structures, rejecting traditional family roles, creating women-only spaces, and securing bodily autonomy through rights like abortion and contraception.

Question 74

What are criticisms of radical feminism?

Answer 74

• Blames all men, oversimplifying oppression • Seen as extreme or unrealistic • Alienates male allies • Ignores race, class, and sexuality (criticised by intersectional feminists)

Question 75

What do Marxist feminists believe about society?

Answer 75

Society is shaped by capitalism, which exploits women both in the workplace and at home. Patriarchy and capitalism work together to oppress women.

Question 76

What causes patriarchy according to Marxist feminists?

Answer 76

Capitalism relies on women’s unpaid domestic labour and low-paid work. This creates economic dependence and reinforces male power.

Question 77

How do Marxist feminists believe patriarchy should be dealt with?

Answer 77

By replacing capitalism with socialism, valuing unpaid domestic labour, and creating an economy that treats all work fairly and equally.

Question 78

What are criticisms of Marxist feminism?

Answer 78

• Overemphasis on class and economics • Neglects patriarchy outside capitalism • Ignores race, sexuality, and other forms of oppression • Considered too radical by liberal feminists

Question 79

What do intersectional feminists believe about society?

Answer 79

Society is shaped by overlapping systems of oppression — e.g. patriarchy, racism, classism, ableism, and homophobia — affecting women in different ways.

Question 80

What causes patriarchy according to intersectional feminists?

Answer 80

Patriarchy operates alongside other inequalities, so women’s experiences vary by race, class, sexuality, etc. Oppression is layered and contextual.

Question 81

How do intersectional feminists believe patriarchy should be dealt with?

Answer 81

By addressing all forms of inequality together — advocating for inclusive education, policy reform, and diverse representation in leadership and decision-making.

Question 82

What are criticisms of intersectional feminism?

Answer 82

• Can be too complex and hard to apply in practice • May weaken unity of the feminist movement • Focuses too much on differences and not enough on shared gender-based oppression