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Sociology > Education- State Policy and Education > Flashcards

Education- State Policy and Education Flashcards

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Sociology 101 flashcards
1
Q

What types of schools were involved in the tripartite system?

A

Grammar schools, secondary modern schools and technical schools

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2
Q

What did the 1944 Act do?

A

Made secondary schools free for all, raised the leaving age to 15, introduced the tripartite system

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3
Q

What were grammar schools?

A

Able kids who passed the 11+, taught traditional subjects ready for university, about 20% got in to grammar schools

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4
Q

What were secondary modern schools?

A

For the 75-80% of pupils who failed the 11+, offered basic education

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5
Q

What were technical schools?

A

Meant to provide a more vocational education for pupils with an aptitude for practical subjects

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6
Q

What was the problem with the 11+?

A

Didn’t necessarily measure your intelligence, culturally biased, suited middle-class more than working-class, legitimised social inequality

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7
Q

What was the problem with technical schools?

A

Few were built

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8
Q

How were children labelled if they failed the 11+?

A

As failures which could have put them off education

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9
Q

What advantage did well-off middle-class pupils have above others?

A

Parents could afford to send them to private schools if they failed the 11+

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10
Q

What did the 1965 Labour government insist?

A

Schools were reorganised so that everyone had equality of opportunity, comprehensive system

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11
Q

What were positive aspects of the comprehensive system?

A
  • No 11+ so no children are labelled as failures
  • High-ability pupils generally still do well and lower-ability pupils do better
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12
Q

What were negative aspects of the comprehensive system?

A
  • Most schools still sort pupils into streams or sets
  • Working-class areas still have worse GCSE results than middle-class areas
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13
Q

What did the Prime Minister say in 1976?

A

British education and industry was in decline because schools didn’t teach people the skills they needed in work

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14
Q

What is vocationalism?

A

Governments have had policies designed to create a closer link between school and work

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15
Q

What were some vocational reforms?

A

Youth Training Schemes, NVQs and GNVQs, New Deal

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16
Q

What were Youth Training Schemes?

A

Job training schemes for school leavers aged 16-17, started in 1983

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17
Q

What were NVQs and GNVQs?

A

Practical qualifications- NVQs in 1986, GNVQs in 1992

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18
Q

What was the New Deal?

A

Meant people on benefits had to attend courses if they didn’t accept work, introduced in 1998

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19
Q

How do some sociologists criticise vocational education?

A

Argue that it aims to teach good work discipline, not skills

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20
Q

What do some Marxist sociologists say about vocational education?

A

It provides cheap labour and governments encourage people into training schemes to lower unemployment statistics

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21
Q

What problem do some universities and employers have with vocational qualifications?

A

They often aren’t regarded as highly as academic qualifications

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22
Q

How do some feminists criticise vocational qualifications?

A

They argue that vocational qualifications force girls into traditionally ‘female’ jobs

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23
Q

What reforms did the Conservative government introduce in the late 1980s?

A
  • Widening choice within the education system
  • Encouraging more competition to create a ‘market’ in schools (marketisation)
24
Q

How did the 1988 Education Reform Act help the idea that education should link to the economy?

A

Introduced more vocational courses and more work placement schemes

25
Q

How did the 1988 Education Reform Act fix the problem that there should be better standards in education?

A
  • Introduced a National Curriculum of compulsory subjects for all 5-16 year olds so that core subjects had to be given more space in the timetable
  • OFSTED set up to inspect schools and make sure they were doing a decent job
  • Schools could opt out of local education authority and become grant-maintained schools which meant they got money straight from the government and spend it how they liked
26
Q

How did the 1988 Education Reform Act say that there should be a system of choice and competition?

A
  • Parents could choose which school to send their child to if the school had space
  • League tables which show the grades pupils get can help parents choose
  • Schools worked like businesses and advertised for students
27
Q

How did the 1988 Education Reform Act state that there should be more testing and more exams?

A
  • Pupils had to sit SATs at 7, 11 and 14 and GCSEs at 16
  • Results can be used to form league tables and monitor school standards
28
Q

How does Whitty criticise the 1988 Education Reform Act?

A

Argues that middle-class parents have an advantage in the education market as they are more likely to have succeeded in education so have the cultural capital to choose a good school for their child, may also have the financial capital to move to an area with better schools, parental choice can actually reinforce social class inequality

29
Q

How is constant testing a criticism of the 1988 Education Reform Act?

A

Can be stressful for students, encourage labelling and self-fulfilling prophecies

30
Q

How does Ball criticise the 1988 Education Reform Act?

A

New National Curriculum was the ‘curriculum of the dead’ because emphasis on core subjects was outdated

31
Q

What did New Labour want when they took power?

A

To intervene to do something about educational inequality, but also wanted choice and diversity- ‘third way politics’, old Labour policies of state intervention combined with New Right policies of marketisation

32
Q

How did the New Labour continue the process of marketisation begun by the previous Conservative government?

A

Allowed schools to specialise in certain subjects to create diversity and increase choice for parents, allowed faith schools to be set up

33
Q

How did New Right thinking make education more privatised?

A

Agencies given contracts for things like improving reading and writing in primary schools

34
Q

What did New Labour say about privatisation?

A

Improve efficiency and standards because contracts were competitive, however some argue it takes too much control away from schools

35
Q

What were some interventional policies that the government pursued?

A
  • Reducing infant class sizes to a maximum of 30
  • Introducing numeracy hour and literacy hour in primary schools
  • Trying to increase number of people going to university
36
Q

How did Curriculum 2000 policy create a big change for 16-18 year olds?

A

Made A-level education broader, vocational A-level introduced, key skills qualifications launched

37
Q

How did the 1988 National Curriculum policy affect girls?

A

It gave all pupils equal entitlement to all subjects for the first time, credited with increased achievement of girls in the last 20 years

38
Q

What policies have encouraged girls to get involved with subjects they have traditionally avoided?

A

Computer Club for Girls, Women Into Science and Engineering, Girls in Science and Technology

39
Q

What did the government do in 1999 to help boys’ achievement?

A

Gave grants to primary schools to hold extra writing classes for boys to help push up SATs scores

40
Q

How did the 2005 Breakthrough Programme help boys’ achievement?

A

Introduced mentoring, after-school classes and e-tutorials for teenage boys in an attempt to improve their exam performance

41
Q

What was Sure Start 1999?

A

Aimed to improve early education and childcare in England, offered up to 2 years of free childcare and early education to all 3 and 4 year olds

42
Q

What was the Education Maintenance Allowance?

A

Gave up to £30 per week to students who stayed on in education post-16, series of bonuses available for good attendance and progress, means-tested so only children from poorer families could benefit

43
Q

What were Education Action Zones (1998)?

A

Way of tackling educational inequality by area, organisations combined resources to try to raise standards

44
Q

What was the aims of free school meals and breakfast clubs?

A

To reduce class inequality

45
Q

What was the Academies Programme?

A

Opened new schools in disadvantaged areas where existing schools were judged to be ‘failing’, run in partnership with local partnership with local business sponsors to try and improve performance

46
Q

How did Benn criticise New Labour?

A

Policies aimed at reducing educational inequality seemed to be inconsistent with policies that threatened to increase it, third-way politics too contradictory

47
Q

How did the Coalition government change the academies programme?

A

Any school classed as ‘outstanding’ by Ofsted could apply to become an academy without a sponsor

48
Q

What were failing schools made into under the Coalition government?

A

Sponsored academies

49
Q

What did the increasing number of schools run by private organisations mean?

A

Privatisation of the education system has advanced

50
Q

What were free schools introduced by the Coalition government?

A

Set up by groups of parents, teachers or religious groups and don’t have to teach the National Curriculum

51
Q

What were the changes to the National Curriculum made under Education Secretary Michael Gove?

A
  • A-levels changed to a linear structure so all exams must be taken at the end of the course
  • Coursework and modular exams removed from GCSE
  • More formal grammar included in the primary English curriculum
52
Q

What did Pupil Premium do?

A

Provided extra funding for schools with students on free school meals to be spent on improving educational experience for these pupils

53
Q

How can Coalition education policies be criticised?

A
  • In some disadvantaged areas, academies and free schools attract the best teachers which undermine other local schools
  • Difficult to track whether pupil premium funding is actually being spent on disadvantaged pupils or whether it is being absorbed into the whole school budget
  • Maximum tuition fees in higher education increased, can be seen as socially exclusive and debt can be off-putting for working-class students
54
Q

What is globalisation?

A

The idea that the traditional national boundaries are breaking down across the world as people are becoming more connected by improved technology, multinational companies and increased migration

55
Q

How has globalisation had an impact on education policy?

A

British economy needs to be competitive in global industries like technology so British workers need to be highly trained

56
Q

How has increased immigration impacted educational policy?

A

Meant there’s a heavier focus on learning about other cultures and schools need to provide support for pupils whose first language is not English

57
Q

What does Kelly say is the problem with globalisation?

A

If education systems become increasingly similar then they’ll become less relevant to the needs of individual nations

Sociology (43 decks)

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