(CHP2)- Educational policy Flashcards
KEY DATES - EDUCATIONAL POLICY
1870- Compulsory education up to the age of 5-13
- EARLY STATE POLICY (1944-1979)
1944- Educational Act
(TRIPARTITE SYSTEM)
{Conservative}
1965-
(COMPREHENSIVE SYSTEM)
{Labour}
- CONSERVATIVE EDUCATIONAL POLICY (1979-1997)
1988- Educational Reform Act
- LABOUR EDUCATIONAL POLICY (1997-2010)
- COALITION EDUCATIONAL POLICY (2010-2015)
- CONSERVATIVE EDUCATIONAL POLICY (2015+)
EDUCATIONAL OPPORTUNITY
- Two sociologists FOUND 4 different dimensions when looking at EQUALITY of educational opportunity.
(GILLBORN) (YOUDELL)
🐠👶 👸🏾💻
- Equality of access - Background
- Equality of circumstances- socioeconomics
- Equality of participation- talents + abilities
- Equality of of outcome - same chances
What was education in the UK like in the early 1900s?
-Schooling before 1944
Was only up to
The age of 14
And only taught basic skills similar to the skills you would learn in primary school.
Secondary schools were fee paying.
What were the main phases of educational policy in Britain?
Industrialisation increased =
need for educated work force
:.from the late 19th cent
The state began to
BECOME MORE INVOLVED in education
During this period in education, children received depended on their class position.
As a result social mobility was uncommon :. education did not have an impact on
An individuals ASCRIBED STATUS.
Middle class pupils= were exposed To an academic curriculum in order to prepare them for Professional careers.
Working class pupils=
Were exposed to
A basic level of schooling
To ensure that they were equipped with literacy and numeracy skills
Ascribed status?
A fixed status
Achieved status
A status that is earned within the meritocratic system.
Social mobility
Movement up and down the social class system
The Tripartite system (Education Act 1944) (Conservative)
- from 1944 education became shaped by the value of meritocracy.
- (The 1944 Education Act) involved:
children being selected for particular types of schools
according to THEORY skills and APTITUDES.
These skills were identified by the 11+ exam
The structure of the Tripartite system. (Education Act 1944) (Conservative)
- Grammar schools
- Secondary modern schools
- Secondary technical schools
The structure of the Tripartite system EXPLAINED!(Education Act 1944) (Conservative)
- Grammar schools
- Grammar Schools-
-20% of children attended
- Offered an academic curriculum.
(GCSE/O AND A LEVLS)
- Mostly middle classes attended
- Prepared children for middle class roles
The structure of the Tripartite system EXPLAINED!(Education Act 1944) (Conservative)
- Secondary modern schools
- Offered a nob academic curriculum for pupils who failed the 11+
- 75% or children
- Mainly working class
- lower ability
- Offered diff subjects
The structure of the Tripartite system EXPLAINED!(Education Act 1944) (Conservative)
- Secondary technical schools
5-10% of children
- less academic students
- development of practical Labour
(A03)- Evaluation of the tripartite system
- the system reproduced + legitimised class inequalities
- 11+ did not measure intelligence but cultural capital (middle classes could better engage w/ content through museum visits/ access to resources) (schools didn’t even teach reasoning)
– typically middle class students pased 11+ and went to grammar schools and got higher education/ high paid jobs
- Few technical modern schools actually built
- Well-Off can go to private schools rather than secondary modern if they fail 11+ exam.
- Pupils ‘intelligence level’ wasn’t fixed at 11, so late developers missed out the opportunity to get into a grammar school and sit exams.
- Reproduced gender inequalities as females had to attain a high grade than males to attend a grammar school.
- failures of 11+ exam labelled as failures (label=internalise=accept as truth= taken as master status) self fulfilling prophecy
The comprehensive system (1965) Labour creation
Early state policy 1944-1979
The comprehensive system (1965+) aimed to overcome the class inequalities generated by the tripartite system, the 11+ exam was abolished
The comprehensive system (1965) Labour creation
Early state policy 1944-1979
Evaluation (A03)
- Evidence suggest = Comprehensives helped reduce class gap in achievement As all students attended the same school
- But it also continued to reproduce class inequality for 3 reasons…..
- Streaming (ability groupings)
- Labelling (attaching a meaning to an individual based on limited information
- legitimised inequality through the ‘myth or meritocracy’
