Education policy topic Flashcards
What is the tripartite system
Arrangement of state- funded secondary education between 1945 and the 1970s in England + Wales
Selection of pupils by ability at 11 - sorted them into 3 schools
What is a Secondary modern school
A general education to children not selected for grammar schools
What is a grammar school
A state school to which pupils are admitted on the basis of ability.
Since 1965 most have been absorbed into the comprehensive school system
What is an independent school?
A non government institution that are generally not a part of a system- charge fees for attendance , do not have to follow national curriculum
What is a comprehensive school
Does not select based on academic ability or aptitude- contrast to selective school system where admission. Is restricted on the basis of selection criteria - typically managed by local authorities
What is a converter academy
A formally maintained school that has voluntarily converted to an academy status: not necessarily to convert to a sponsor
What is a sponsored academy
A formally maintained school that has been transformed to academy status as a part of a gov. Intervention strategy. They are consequently run by a Gov. - approved sponsor - sometimes referred as a traditional academy
What is a multi academy trust (MAT)
Groups of academies that have come together to form a charitable company with a single group of members (who have an overview of the gov. Arrangements) a single board of trustees.
The circle of trust is a MAT
What is a Free school
A school set up by an organisation or a group of individuals, funded by the gov. But not controlled by local authorities
What is a specialist school
Schools which specialise in a certain area or field of curriculum
What is a special needs school
The education of children who differ socially, mentally or physically from the average to such an extent that they require modification of usual school practices
what are sure start centres?
a place or group of places : which is managed by the local authority with a view to securing that early childhood services in the local authority’s area are made available in an integrated way
pre industrial revolution policies
late 18th/ early 19th C - no state school
before 1833 - state spent no money on education
industrialisation increased the need for an educated workforce
post industrial revolution policies
the state make education compulsory from 5-13 in 1880
type of education depended on class + background
school did little to change child’s ascribed status
m/c given an academic curriculum
w/c given schooling to equip them with the basic numeracy/ literacy skills for factory work
1944 education act
tripartite system aimed to be meritocratic but created class inequality
pupils sat the 11+ exam and sorted students into the secondary school they would attend
grammar school
secondary modern
technical schools
how did the tripartite system reproduce class inequality?
by channelling the two classes into different schools
legitimised (justified) inequality based on the principle that ability is inborn
1965 comprehensive system
aim: to overcome class divide of the tripartite system, abolished the 11+
functionalists argue comprehensive promote social integration
Marxists argue they are not meritocratic and reproduce inequality through labelling e.g. streaming
OFSTED
introduced in 1992
system changed in 2005,2012, 2015,2018
special measures introduced on 2009
New labour
(1997-2010)
aimed to reduce inequality
city academies (2000)
Growth in specialist schools
education action zones (EAZ)= more money put into poorer areas
Aim higher= a program in poorer areas are introduced to higher education
Education maintenance allowance (EMA)= money given to stay on in higher edu.
sure start - compensatory policy
coalition
(2010-2015)
policies to reduce inequality-
increased uni price
pupil premium- some people dont claim fundings - embarrassment
expansion of academies
reforms to curriculum
free schools
increased tuition fees
pros of marketisation
New Right
increased choices in schools
more private investment in education
increased university attendance
improvements in GCSE + A level pass rates
Criticisms of marketisation
‘myth of pantocracy’ = not every parent has every choice
selective rather than open enrolment
teaching the test
education triage - off rolling- where you get rid of students if they will bring the grades down so schools don’t look bad
who is pro marketisation?
David argued marketisation created parentocracy (parental choice)
league tables
OFSTED publications
criticisms of marketisation
Ball= creates inequalities between schools
the funding formula means popular schools attract more money and get better , unpopular schools get less money= making some jobs redundant/non-existent
Bartlett= league tables create “cream skimming”
Gerwitz- studied 14 schools- m/c parents have more eco. + cult. capital so can benefit more from marketisation that w/c
what is privatisation?
it is the transfer of public assets (schools) to private companies
edu. system becomes a source of profit for capitalists in what ball calls the “education service industry”
involved in things like building schools, providing supply teachers etc
LEA often forced into contract due to lack of gov. funding
Asset stripping
what is asset stripping?
the practice of taking over a company in financial difficulties and selling each of its assets separately to make a profit without regard for the companies future
Globalisation
many of these companies are foreign owned
as a result, nation states are becoming less important in policy making which is shifting to a global level+ often privatised
private sector also penetrating schools indirectly e.g. vending machines = “cola-isation” of education - Ball
Molnar- schools easy target for product endorsement
however, schools often benefit little from these deals e.g. Cadburys sports equipment promotion
pros of privatisation
outsourcing of services within edu. to private companies
growth of academic trusts
education consultants
examination services
developing educational brands
private investment in school buildings
criticisms of privatisation
control over curriculum by the companies could influence content taught
cola-isation
focus on profit over progress- courses cut if unprofitable
academies can use untrained+ unqualified teachers
can opt out of national curriculum
