Education: Policy and Inequality Flashcards
The Butler Act
1944
the Butler act introduced free education to the UK to children upto the age of 15. in 1970, this was raised to 16.
it saw the creation of the Tripartite system. in this system, children would sit an 11+ exam to determine which school would ‘best fit their needs.’ this was an education system which would be tailored to the needs of the pupils. all schools were said to be equal (parity of esteem)
the act believed that regardless of a student’s background, class, ethnicity, or gender, they were entitled to an education. therefore, education would be based on the skills of the child rather than the families ability to pay for the education.
what were the 3 types of schools introduced by the Butler Act in 1944?
grammar
technical
secondary modern
evaluation of the Butler Act
strengths:
all students were given the opportunity to attend a school until 15
parity of esteem= all schools were viewed as being equal
all children up to 15 had the opportunity to be educated
functionalists believe the tripartite system allwed the transmission of norms and values, therefore all children had equal opportunities
weaknesses:
the schools resulted in an increased divide in class
ruling class were able to afford to have tutors to help them pass 11+ and get into grammar school
questions required cultural capital, lower class have restricted speech codes and cannot access the questions
Marxists argue that the 11+ doesn’t allow us to work hard and achieve, but your background affects your success.
The Comprehensive System
1960s
Instead of testing for selection, children would attend schools that were local to their area, known as the catchment area. they also reformed the qualification system: students could achieve a GCE and a CSE. this resulted in everyone being able to access school, and more people getting qualifications.
The Comprehensive System evaluation
strengths:
NR support the aims of a comprehensive system believing all students would now have the opportunity to achieve their potential
functionalists would suggest the comprehensive system is meritocratic meaning those who work hard will be rewarded.
weaknesses:
Marx would suggest that a comprehensive school maintains class inequality. the conservative government allowed Grammar schools to function alongside state schools and therefore those from lower-class backgrounds were still disadvantaged.
good schools increase the value of nearby houses, the rich could therefore afford to move nearby good schools. this means better results for the school, attracting more affluent people.
The Education Reform Act
1988
the ERA aimed to match the economic needs of society through New Vocationalism and apply the principles of a free-market to education (privatisation). in order to achieve their aims, the conservative government encouraged the marketization of the education system. Under this system, schools became a provider of a ‘service’ with parents and children as customers who would have the ability to choose between different providers. the ERA made schools accountable for their performance, with parent choice (parentocracy) being the driving force. they used 4 main systems that ‘advertised’ schools’ successes and failures: SATs, league tables, OFSTED, and prospectuses.
New Labour policies
1997
labour introduced policies aimed at reducing inequality of achievement for disadvantaged groups.
Education Action Zones: raised standards and reduced social exclusions. they brought together groups of schools and aimed to attract sponsorships and investments.
Aim Higher: widened participation in UK higher education, particularly among students from non-traditional, minority groups.
Educational Maintenance Allowance: a financial scheme applicable to students aged 16-19 and those undertaking underpaid vocational academic learning in the UK.
reducing NEETs: introduced apprenticeships and trainees allowing people to get Level 3 qualifications for school leavers.
New Labour policies 1997
evaluation
strengths:
raising standards
increasing diversity and choice within education
improving equality of opportunity
money into schools in deprived areas
weaknesses:
Students could get A-Levels but not further as they couldn’t afford to go to university.
Coalition government
2010
the co-alition government introduced 3 main areas of policy: academies act, free school introduction, and introduction of E-Bacc
free schools are set up by parents, teachers, charities, trusts, religious and voluntary groups. they can design their own curriculum without interference from the government.
Coalition government 2010 evaluation
strengths:
all schools having the opportunity to become an academy would help reduce inequality as failing schools are given a fresh start
free schools tailored to the needs of the students, e.g. qualifications to suit students to raise individual attainment
schools prepare students to compete on a global scale with a broad range of subjects
range of schools = marketisation leads to an increase in school types to choose from
weaknesses:
academies are often focused too much on the ‘business model’ so students can be disadvantaged and therefore do not achieve potential
free schools may not teach the basic skills that employers are looking for, therefore may not get jobs they are capable of because their school does not offer it
not all students have the academic ability to cope with the demands of the E-Bacc
School inequality may increase as the nature and experiences of Academy owners may vary so some schools may be more successful than others.
