Social policy in education

Question 1

What was the Tripartite System (1944)?

Answer 1

The Tripartite System was introduced by the 1944 Education Act to provide free, state-funded secondary education for all.

Question 2

Why was the tripartite system introduced?

Answer 2

It aimed to allocate students to one of three types of school (grammar, secondary modern, or technical) based on ability, measured by the 11+ exam.

Question 3

What were the three types of schools in the Tripartite System?

Answer 3

Grammar schools
Secondary modern
Technical schools

Question 4

What did grammar schools focus on?

Answer 4

For academically able students; focused on academic curriculum for university.

Question 5

What did secondary modern schools focus on?

Answer 5

For less academic students; focused on practical and vocational skills.

Question 6

What did techncal schools focus on?

Answer 6

For students with technical or mechanical ability; focused on scientific and engineering education

Question 7

What are the criticisms of the tripartite system?

Answer 7

Reinforced class inequality
middle-class students were more likely to pass the 11+ and attend grammar schools, while working-class students were often sent to secondary moderns with fewer opportunities.
Promoted gender inequality, as girls often had to achieve higher marks than boys to enter grammar schools.

Question 8

What are Comprehensive Schools?

Answer 8

Comprehensive schools were introduced to replace the Tripartite System and provide a non-selective education for all children, regardless of ability or background.

Question 9

Why were comprahensive schools introduced?

Answer 9

Introduced in 1965
They aimed to promote equality of opportunity and reduce class divisions created by the 11+ exam.

Question 10

How do Comprehensive Schools differ from schools in the Tripartite System?

Answer 10

Comprehensive schools do not select students based on academic ability — all students attend the same local school.
Unlike the Tripartite System (which divided children at age 11), comprehensives mix all abilities together and offer a broad curriculum.

Question 11

What is a major criticism of Comprehensive Schools?

Answer 11

Comprehensive schools can still reproduce class inequalities because of streaming
Schools in middle-class areas often have better funding, resources, and exam results.
Marxists argue that they still benefit the middle class more than the working class.

Question 12

What was the 1988 Education Reform Act?

Answer 12

Introduced by the Conservative government to raise standards in schools by introducing marketisation and parental choice

Question 13

Why was the 1988 reform act introduced?

Answer 13

It aimed to create an “education market” where schools competed for pupils to drive up quality.

Question 14

What were the key features of the 1988 Education Reform Act?

Answer 14

National Curriculum: all students study the same core subjects.
Standardised Testing: SATs and GCSEs to measure performance.
League Tables: schools ranked based on exam results.
Open Enrolment: parents could choose schools, not just accept local options.
Formula Funding: schools received money based on the number of pupils they attracted.

Question 15

What is a major criticism of the 1988 Education Reform Act?

Answer 15

Increased inequality because middle-class parents could use parental choice to access the best schools (“parentocracy”).
Meanwhile, working-class families often lacked the same opportunities, reinforcing class divisions.
Also, teaching to the test became more common due to league table pressures.

Question 16

What is vocational education?

Answer 16

Education and training that prepares students for specific jobs, careers, or trades, rather than focusing purely on academic knowledge. It links education to the needs of the economy by teaching practical and work-related skills.

Question 17

Give examples of vocational education programmes.

Answer 17

BTECs
T-Levels
Apprenticeships
Work experience placements during secondary school
Youth Training Schemes introduced in the 1980s

Question 18

What is a major criticism of vocational education?

Answer 18

Critics argue vocational education can be seen as lower status than academic routes and often channels working-class students into low-paid, low-skilled jobs, reinforcing social class inequality.
Marxists claim it serves capitalist interests by producing a docile, obedient workforce rather than promoting true educational equality.

Question 19

What were the aims of New Labour’s education policies (1997–2010)?

Answer 19

improve standards
increase diversity and choice,
reduce educational inequality, especially for disadvantaged students.

Question 20

Give examples of New Labour policies designed to reduce inequality.

Answer 20

Education Action Zones (EAZs): extra funding to schools in deprived areas.
Aim Higher programme: encouraged working-class students to apply to university.
EMA: £30 a week paid to low-income students to stay in education post-16.
Sure Start Centres: early years support for disadvantaged families
Increased funding for state schools and smaller class sizes.

Question 21

What is a major criticism of New Labour’s education policies?

Answer 21

Critics argue New Labour still promoted marketisation which can increase inequality.
Marxists claim policies like EMA only masked deeper class divisions without removing them.
Also, middle-class families continued to benefit more from choice and competition in education.

Question 22

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

Answer 22

The Coalition Government (Conservatives and Liberal Democrats) aimed to extend marketisation, increase competition between schools, raise standards, and reduce government control over education.

Question 23

Give examples of marketisation policies introduced by the Coalition Government.

Answer 23

Expansion of Academies: all schools encouraged to become academies, free from local authority control.
Introduction of Free Schools: new schools set up by parents, charities, or businesses, funded by the government but independently run.
Pupil Premium: extra funding for schools based on the number of disadvantaged students (to help reduce inequality).
Reforms to Exams: tougher GCSEs and A-levels to raise standards.
More league tables and focus on “parental choice”.

Question 24

What is a major criticism of the Coalition Government’s marketisation policies?

Answer 24

Critics argue these policies widened educational inequality, as better-off families could take greater advantage of school choice (e.g., moving near good schools).
Free schools and academies often benefited middle-class areas more than deprived ones.
Marxists say marketisation turns education into a consumer good rather than a public service.

Question 25

What is meant by the privatisation of education?

Answer 25

Privatisation of education refers to the transfer of public education services into private hands, where private companies become involved in running, managing, or providing resources to schools. It turns education into a business — part of the "education services industry".

Question 26

Give examples of privatisation in education

Answer 26

**Academies and Free Schools: **funded by the state but run by private businesses, charities, or academy trusts. **Private companies** providing services like IT support, exams (e.g., Pearson runs exams), school meals, and supply teachers. **School Inspections** (like Ofsted) sometimes outsourced to private organisations. **Education Management Organisations** (EMOs) taking over the running of failing schools. **Globalisation:** multinational companies selling educational products worldwide.

Question 28

What is a major criticism of the privatisation of education?

Answer 28

Critics argue that privatisation puts profit over pupils, with companies more interested in making money than raising educational standards. It increases inequality because wealthier areas attract better services. Marxists say it commodifies education, treating it as a product to be bought and sold rather than a basic human right.

Question 29

What is the aim of policies to reduce gender inequality in education?

Answer 29

To ensure equal opportunities for all students, regardless of gender, by removing gender stereotypes and promoting an inclusive learning environment.

Question 30

Give examples of policies to reduce gender inequality in education

Answer 30

**Sex Discrimination Act (1975):** prohibited discrimination based on sex in education and employment. **National Curriculum (1988):** aimed to reduce gender stereotyping by encouraging all students to take a range of subjects. **Girls into STEM:** Encouraging girls to study subjects like Science, Technology, Engineering, and Maths. **The introduction of female role models** in textbooks to challenge gender norms.

Question 31

What are GIST and WISE initiatives, and how do they help reduce gender inequality?

Answer 31

**GIST (Girls into Science and Technology):** a programme aimed at encouraging girls to pursue careers in science, engineering, and technology, traditionally male-dominated fields. **WISE (Women in Science and Engineering):** focuses on inspiring and encouraging women to pursue and succeed in STEM careers, providing role models and support to reduce gender disparity in these areas.

Question 32

What is a major criticism of policies to reduce gender inequality in education?

Answer 32

Despite initiatives like GIST and WISE, gender stereotypes persist, and policies don’t fully tackle deeper social inequalities or patriarchal structures.

Question 33

What is the aim of policies to reduce inequality for ethnic minority groups in education?

Answer 33

To ensure that ethnic minority students have equal access to education, overcome discrimination, and close the achievement gap between different ethnic groups.

Question 34

Give examples of policies to reduce inequality for ethnic minority groups.

Answer 34

**The Race Relations Act (1976):** aimed to prevent discrimination based on race. **The National Curriculum (1988):** included a focus on multicultural education, promoting awareness and respect for ethnic diversity. **The Ethnic Minority Achievement Grant (2006):** provided extra funding for schools to support students from ethnic minority backgrounds. **Language support programs:** helping students who speak English as a second language (e.g., EAL services). **Positive action policies:** aimed to increase ethnic diversity in higher education and the workforce.

Question 35

What is a major criticism of policies to reduce inequality for ethnic minority groups?

Answer 35

Critics argue that multicultural education can sometimes reinforce stereotypes rather than challenge them. Some say tokenism in policies like positive action doesn’t tackle deeper issues like institutional racism or the structural causes of inequality.