Education(Sociology Year 13) Flashcards
Paper 3
What is the 1944 Butler act (Education Act)
Selective education -Tripartite system was set up. Equality in education- free compulsory state education to the age of 15.
What was the 1965 Comphrensive education act?
Introduced by the labour government, Tripartite system was abolished, as they had an inclusive approach due to wanting equality of opportunity.
What was the 1979 New Vocationalism act
Introduced Vocational training because they wanted to equip pupils with skills necessary to gain employment. Strengthen economy by providing a skilled workforce
What was the 1988 education act ‘
Increased Parentocracy and Marketisation of education, National Curriculum – so that all schools are teaching the same basic subjects League Tables – so parents can see how well schools are doing and make a choice. OFSTED – to regulate and inspect schools.
What was the 1997 New Labour act
Increased funding for education, Reduced class sizes, introduced literacy and numeracy hour, Introduced Academies
Sure Start – Free nursery places for younger children 12 hours a week and advice for parents. Wanted to raise standards and respond to increased competition due to globalisation.
What was the labour government induced curriculum act of 2000
Teaching and testing of key skills to increase skills needed for the workplace.
What was the 2005 education and skills act
Introduced every child matters programme to help focus on allowing each pupil to succeed to their maximum ability, increased subject choices, more vocational and work based opportunities. Wanted young people to continue in education until at least the age of 18.
What was the Coalition government in 2010 education policy
Cut funding to education. Forced academisation – failing schools had to become Academies, Free Schools – charities/ businesses/ groups of parents given more freedom to set up their own schools. Pupil Premium – schools received extra funding for SEN and Free School Meals pupils. Wanted to reduce public spending on education due to the financial crisis.
What was the Torry Education policy of 2015-2019
Continued the marketisation of education
and the neoliberal agenda of keeping government spending on education relatively low. Austerity and funding cuts of an average of 8% for schools, continuation of the Pupil Premium, increasing the number of grammar schools and thus selective state education
What was the Covid education policies?
The Catch Up Premium was introduced in 2021: £650 million paid directly to schools and £350 million for a national tutoring programme. GCSE and A-Level exams were cancelled in 2020 and again in 2021. Teachers awarded their own grades
Functionalist Durkheim’s view on education
It creates social solidarity and argues that school is a society in a miniature preparing us for life in wider society. Education teaches individuals specific skills necessary for their future occupations
Functionalist Parson’s view on education
It acts a focalising socialising agency as there is particularistic and universalistic standards.
Functionalist Davis and Moore view on education
It sifts and sorts people into their appropriate roles. They believed that there needed to be social stratification to encourage individuals to put in extra effort which facilitates meritocracy.
Marxist Bourdieu’s view on education
in reality money determines how good an education you get, but people do not realise this because schools spread the ‘myth of meritocracy’ because in school we learn that we all have an equal chance to succeed and that our grades depend on our effort and ability. Thus if we fail, we believe it is our own fault.
Marxists’s Althusser’s view on Education
the main role of education in a capitalist society was the reproduction of an efficient and obedient workforce because it is an ideological state apparatus. This is achieved through schools: transmitting the ideology that capitalism is just and reasonable trains future workers to become submissive to authority.
Marxists Bowles and Ginti’s view on Education.
Bowles and Gintis suggested that there was a correspondence between values learnt at school and the way in which the workplace operates. The values, they suggested, are taught through the Hidden Curriculum. Which will make it easy for future capitalist employers to exploit them at work.
Social Democratic view (Comprehensivisation) on the education and economy.
There were 2 problems social changes focused on ideas about inequality and there are technological changes in the working place and the tripartite system was unable to produce highly qualified workers which led to a decline in the economy and did not meet the equality requirement. They believed the solution was comprehensive education as they believed it fulfilled the idea of meritocracy and equality of opportunity.
The New Right’s View on Education
Introduced the 1988 Education Reform Act, which led to the marketisation of schools, parentocracy, national league tables, OFSTED, national curriculum. he state was to provide a framework in order to ensure that schools were all teaching the same thing and transmitting the same shared value schools should teach subjects that prepare pupils for work, education should be aimed at supporting economic growth. Hence: New Vocationalism. They believe the state (government) cannot meet people’s needs.
2 ways to measure social mobility
Inter-generational mobility which refers to movement between generation such as between a difference between a parent and their adult child’s occupational position. Intra generational refer to an individual’s mobility over the course of their life, comparing the position of someone’s starting occupation with their occupation on retirement.
Functionalist idea of social mobility
It is functionally necessary to ensure that important social positions are filled by those who are most qualified.
Functionalist Harris’s idea on social mobility
They suggest that for traditional functionalism, social mobility develops out of the way people are encouraged to perform different roles some of which are more important, skilled and difficult to learn than others.
Functionalist Davis And Moore’s ideas of social mobility
The inequalities that flow through social mobility represent an unconsciously evolved device by which societies ensure the most important positions are conscientiously filled by the most qualified people.
