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education policy Flashcards

political theories, background educ system, vocationalism, 1988 reform act, new labour, conservative led policies, privatisation, globalisation

1
Q

what are political perspectives ?

A

try to explain the way education systems should be organised

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2
Q

what are the two main political perspectives ?

A

social democratic perspective
new right perspective (Neoliberal)

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3
Q

explain the social democratic perspective

A

education should promote “equality of opportunity”
support comprehensive education
don’t like selective systems

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4
Q

criticisms of social democratic theory

A

great inequalities between social class remain in educational achievement
argues education has failed to keep up with the needs of industry therefore not contributing to economic growth

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5
Q

explain new right perspective

A

critical of the way the education system is run - inefficient
cost cutting would incentivise schools to raise standards
introduce greater choice and marketisation

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6
Q

Buchanan and Tullock

A

education is inefficient and ineffective
producers dominate decision making ( teachers and heads, rather than parents and pupils )
little need for producers to react to consumers needs as education can’t go out of business - no pressure
no motivation to raise standards and improve

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7
Q

Neoliberalism perspective

A

state should play a minimal role in providing and managing these services
improve quality by making them operate as private businesses

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8
Q

what are the 4 main aims of education policy ?

A

raising standards
economic efficiency
marketisation
education equality

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9
Q

explain the raising standards aim

A

policies which try to improve the education system in comparison to both national and international benchmarks and well as improving student and staff experience of education

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10
Q

explain the economic efficiency aim

A

support the growth and development of the economy by providing individuals with skills and knowledge necessary to enter the workforce
includes providing education and training programmes that are aligned with the needs of the employers and labour market

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11
Q

explain the marketisation policy

A

introduced market forces to the education system
this is policies that are similar to those in the business world eg: competition between school through performance tables

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12
Q

what 4 areas make up education equality ?

A

equality of access
equality of participation
equality of outcome
equality of circumstance

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13
Q

explain equality of access

A

making sure that all students have access to good schools and education

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14
Q

explain equality of participation

A

making sure that all students are able to take part in all aspects of education system regardless of their socio - economic background

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15
Q

explain equality of outcome

A

that all students should leave each key stage with the best set of results they can
NOT that all students should receive the same outcome

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16
Q

explain equality of circumstance

A

all students should start their educational journey with similar social and emotional skills to allow them to fully engage with the curriculum and school environment

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17
Q

what did the butler education act 1994 aim to do ?

A

to give every pupil an equal chance to develop his or her talents

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18
Q

what was the tripartite system ?

A

children were sorted into either
grammar schools
technical schools
secondary modern schools
based of their 11+ test results

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19
Q

what were grammar schools ?

A

for academic or “bright” pupils
they studied subjects for the GCE exams
less than 20% of pupils got into grammar schools
it was harder for girls to get in than boys

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20
Q

what were technical schools ?

A
  • for children with an aptitude for technical subjects
  • around 5% of pupils went here
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21
Q

what were secondary modern schools ?

A
  • for children who were seen as less academic and more practical, given a basic education
  • most pupils went here
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22
Q

criticisms of the tripartite system

A
  • middle class parents more aware of the importance of the 11+ and able to better help their child than working class parents
  • secondary modern schools were seen as second rate and low status - doesn’t support “parity of esteem”
  • 3/4 of pupils failed the 11+ and internalised they failed affecting their school effort and self esteem
  • the system increased the social class divide
  • reproduced gender inequality - females needed a higher pass rate
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23
Q

what is “parity of esteem” ?

A

each school should have equal status with buildings, equipment, and staff of similar quality

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24
Q

by 1979 what % of children attended comprehensive schools ?

A

over 80%

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25
Q

What was the main aim of comprehensive schools ?

A

“equality of opportunity”

26
Q

strengths of comprehensive schools

A
  • aimed to be a fairer system
  • mix of social backgrounds - socially inclusive
  • everyone had the same education “equality of opportunity
27
Q

weaknesses of comprehensive schools

A
  • high standards of grammar schools could be lost
  • comprehensives hold back more able children
  • class inequalities in education remain
  • use streaming and setting - doesnt reflect the comprehensive aim of mixed ability teaching
28
Q

what did the 1980s conservative goverment think was causing unemployment ?

A

schools were producing young people who lacked the sills required by the industry

29
Q

what were training schemes ?

A
  • work based training schems for young people
  • developed over time int otodays apprentichips
30
Q

what are vocational courses ?

A
  • work related courses like BTECs OCR nationals
  • nationally recognised qualifications
31
Q

what was the aim on work experience ?

A

to give pupils work related schools and experience to ease the transistion from school to work

32
Q

criticisms of vocaltionalism

A
  • cohen - some work experience/ YTS was poor in quality and employers just using it for cheap labour
  • A-levels were still viewed as ‘gold standard’
  • Birdwell - secondary schools neglect students with vocational aspirations.
33
Q

what act introduced marketisation into education ?

A

the 1988 education reform act

34
Q

What was the main aims of the 1988 education reform act ?

A
  1. reduce direct state controll over education
  2. make schools compete with each other, to drive up standards
  3. to give more choice to parents
35
Q

what polices were in the 1988 education reform act ?

A
  • NC
  • key stages
  • SATs tests
  • pick a prefered school - parents have a ‘consumer role’
  • league tables
  • ofsted reports published
36
Q

David 1993

parentocracy

A
  • parentocracy ‘rule by parents’
  • when marketisation is introduced to education the power shitfs away from the producers to the consumers
  • encouraging diversity amoungst schools - giving parents more choice, meeting pupils needs, raising standards
37
Q

Stephen Ball et al

criticms of parent choice

A
  • parents were not equally able to take advantage of the supposed opportunties of decison making about their children
  • parentocracy is a myth as mc parents more likely to have skills and knowledge to choose a school
    *
38
Q

What three groups can be distinguished in terms of parents ability to discriminate between schools ?

A
  1. priviledged/skilled choosers
  2. semi-skilled choosers
  3. disconnected choosers
39
Q

what are priviledged/skilled choosers ?

A
  • strongly motivated to choose the right school for their children
  • have more money to maje a range of choices (moving house)
  • usually middle class
40
Q

what are semi-skilled choosers ?

A
  • just as connected as skilled but do not have same llevel of skill at getting the school they want
  • less likel to appeal if their child does not get into their school of choice
41
Q

what are disconnected choosers ?

A
  • not inclined to get very involved in the educational market
  • frequently choose the closest school to where they live
42
Q

criticiscims of the 1988 education reform act

A
  • more money spent of marketing - brochures
  • system benefits mc parents and children
  • NC seen as too much gov control - seen as traditional and unimagitive
  • publication of results means schools may loose out on student numbers therefore funding
  • testing may result in labelling of test failures
  • results in educational triage
43
Q

what is an educational triage ?

A

where schools and teachers may concentrate on certain students who have a chance of acheiving measurable outcomes (4/5 bordeline GCSE) and ignore students who have little chance of achieving this

44
Q

what was the aim of the new labour policies ?

A

reduce inequality in achievement and raise the attainment of the most disadvantaged pupils

45
Q

what were some of the educational policies labour introduced ?
(8)

A
  1. literacy and numeracy hour
  2. homework clubs
  3. education action zones
  4. specialist schools
  5. academies
  6. aim higher programme
  7. education maintenance allowance
  8. tuition fees
46
Q

what was literacy and numeracy hour ?

A

focusing in the key skills

47
Q

what were homework clubs

A

schools were given funding to set up after school clubs, particularly aimed at disadvantaged pupils

48
Q

what were education action zones ?

A

established in areas of high levels of deprivation and low achievement. they get money from the goverment and the private sector to attract teachers to areas with higher pay levels, set up homework clubs and provide extra help to pupils

49
Q

what are specialist schools

A

centres of excellenced and expertise in c ertain subject areas ( performing arts, sports college) . they couls select 10%of their students who have an apptitude in their specialism

50
Q

what are academies ?

not todays academies

A

introduced new schools in deprived areas that were partly funded by the state but also by buisiness and sponsorship

51
Q

what was the purpose of the ‘aim higher’ programme ?

A

to raise the aspriations of social groups who are under represented in higher education

52
Q

what was the ‘education maintenance allowance’ ?

A

payments to students from low income backgrounds to encourage them to stay on after 16 to gain better qualifications

53
Q

what were tutition fees ?

A
  • for higher education
  • the grants were phases out
  • this created the problem of some people from working class backgrounds being discouraged from going to uni
  • though the poorest students were exempt from fees
54
Q

by 2008 was % of secondary schools had become specialist schools ?

A

85%

55
Q

what was labours compensatory education theory ?

A

strategy aimed to target resources to help poorest and most disadvantaged pupils - try to ‘compensate’ them for whats lacking in their background

56
Q

what are examples of labours compensatory education ?

A
  • homework clubs
  • aim higher
  • education action zones
  • educ maintenance allowance
57
Q

Thompson 1992

eval of new labour policies

A

in a post modern society, schools can break free from the old “one sizes fits all “model of schooling. instead education should be customised to meet the needs of a diverse communities

58
Q

criticisms of new labour policies

A
  • Whitty 2002 condradiction between labours polices to tackle inequality and its commitment to marketisation - EMA encouraged pooper kids to stay on post 16 but uni fees deters them from continuing post 18
  • existence of grammar schools and fee paying schools. labour did not abolish either, despite claiming “equality of opportunity”
59
Q

what changes in education have happned since 2010 ?

A
  • EMA abolished and replaced with bursary schemes
  • uni fees were increased to £9000 per year and repayment system changed
  • GCSE’s, A-Levels reformed, and national curriculum reformed
  • more secondary schools encouraged to become academies
  • gov encouraged setting up free schools
60
Q

what are academies

2010 onwards

A
  • independent, state funded schools
  • funding straight from central gov rather than local authority
  • more freedom that state schoolsover finances, curriculm, length of term and school days
61
Q
A

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