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education policy Flashcards

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Sociology 101 flashcards
1
Q

when was the Forster act

A

1870

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2
Q

what is the Forster act

A

introduced free elementary schools for children aged 5-14yrs

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3
Q

criticism of the Forster act

A
  • religious, not all families wanted this.
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4
Q

when was the tripartite system

A

1944

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5
Q

what was the tripartite system

A

3:
-grammer
-technical
-mordern

11+ exam

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6
Q

criticism tripartite system

A
  • reproduced class inequality
  • labelled failures at a young age -SFP
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7
Q

when was the comprehensive system

A

1965

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8
Q

what was the comprehensive system/ aims

A

aimed to abolish tripartite system so every pupil could attend.
wanted to be a more fair system

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9
Q

criticism comprehensive system

A
  • problems with mixed ability teaching
  • so sets introduced but this created inequality
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10
Q

when were youth training schemes and which govenerment

A

1983
Margot thatcher
new right would’ve favoured

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11
Q

what were the youth training schemes

A

introduced job-related training for young ppl in a vocational setting.

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12
Q

criticism of youth training schemes

A
  • over-half didnt find a job after
  • 58% left early
  • 60% no qualifications
    not as affective as they seemed
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13
Q

when was formula funding

A

1988

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14
Q

what is formula funding?

A

schools allocated funds based on how many pupils they attracted.
= best results more funding.
-more selective and attracted middle class pupils

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15
Q

crtiisim of formula funding

A
  • unfair gives deprived schools lesss money
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16
Q

when was school league tables introduced

A

1988

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17
Q

what was aim of school league tables

A

means schools with good grades can ‘cream. off’ the best (mainly middle class) pupils. less able school end top with less able pupils (silt-shifting)

18
Q

when was the miantence allowence introduced and by who

A

1999
new labour

19
Q

what did the msintence allowance mean and who was it for

A

payement to students form low income backgrounds to encourage them to stay after 16 to get better qualififactions.

20
Q

what was a problem with the maintenance allowance

A

it was very expensive - 560 mil
lack of monitoring what money was spent on.

21
Q

when was the aim-higher initiative and who introduced it

A

2004
new labour

22
Q

what did the aim higher programme do

A

aim to raise standards/ aspirations of groups who are under-represented in higher education
e.g. uni taster days.

23
Q

criticism of aim higher programme

A

one size does not fit all (vocational education); new labour paradox

24
Q

what is the functionalist perspective on the introduction of comprehensive system

A

see comprehensive schools as meritocratic bc they give pupils longer to develop by not selecting at eleven.
some also see them as promoting integration by brining all social classes together in one school.

25
Q

what’s marxist perspective on comprehensive system

A

reproducing class inequality thru steaming and labelling.
they legitimise inequality by the ‘myth of meritocracy’, make it appear everyone has equal oppotuinitiy.

26
Q

list all the marketisation policies

A

-league tables
-open enrolment
-formula funding
-opting out of LEA control
-free schools
-academies
-business sponsorship
-parentocracy

27
Q

what polices did new labour introduce between 1997-2010
list them:

A

-city academies
-educational action zones
-aim higher programmes in disadvantaged areas
-educational maintenance allowances
-increase spending on state education

28
Q

A03 of new labour polices

A
  • polices contradictory. e.g. EMA helped poorer pupils post 16 but they now have to pay university tuition fees

-new labour has left the private education system untouched.

-choice and diversity are just nice ways of saying inequality - the education market ensures working class pupils remain disadvantaged.

-other hand: more education spending and focus on ‘learning society’ have genuine achievements. evidence that academies have raised standards is mixed some show results others don’t.

29
Q

when did conservative government start

A

2010

30
Q

when was the education reform act and what became a central theme of it

A

1988
marketisation policies

31
Q

what is a consequence of marketisation

A

REPRODUCTION OF CLASS INEQUALITIES
examples:
-league tables
-formula funding
-pental choice
-myth of pentocracy

32
Q

what did Gewitx say abt parental choice

A

identified:
1. middle-class privileged skilled choosers with the economic and cultural capital to take advantage of the system.
2. working class disconnected local chooser who lack capital and have ti settle for the nearest school.
3. ambitious working class sent skilled choosers frustrated by their inability to get the school they wanted

33
Q

what is the myth of parentocracy?
a conséquence of marketisation policies

A

marketisation also leigitmimses inequality by making it look as if all parents r equally free too choose a good school.
(not true)

34
Q

what did conservative governments begin with in 2010 with education

A

acerbated away from the comprehensive system run by local authorities. policies have been strongly include by neoliberal idea abt reducing the role of the state thru marketisation and privatisation.

35
Q

examples of the privatisation of education by the conservative government

A
  1. equation as a private commodity
  2. blurring the public/private boundary
    3.globlisation of policy
  3. colonisation of schools
36
Q

education as a private commodity meaning

A

Ball argues- education is ceasing to be a [public good. instead being privatised: turning to a commodity owned by private companies + bought + sold in a education market.
education becomes a source of profit for capitalists, including school building, ofsted inspeactions, providing supply teachers, even running entire local education authorities.

Hall sees this as ‘long term march of neoliberal revolution’

37
Q

who talks abt education as a privatised commodity

A

Ball + Hall

38
Q

blurring the public/private boundary meaning

A

many senior public sector employees e.g. senior civil servants + head teachers move into private sector education business, brining ‘insider knowledge’ to help w contracts.

39
Q

globalisation of policy meaning

A

many education companies r foreign-owned. some uk education businesses work overseas, privatising + exporting uk education policy for sale abroad.
nation-sates r becoming less important in policy making which is becoming globalised.

40
Q

cola-nation of school meaning

A

the private sector sells to pupils thru vending machines, develops brand loyalty thru logos, sponserships + voucher schemes.

41
Q
A

sociology (46 decks)

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