Education T4- Policies Flashcards
What was schooling like before 1870
Some elementary education was provided by churches and charities, and children could attend fee paying public schools or selective grammar schools for secondary education
What fraction of children received no education in 1870 and before
1/3 of children received no education at all before 1870
When were state schools introduced
1900s
Was private schooling available before the 1900s
Private schooling was available before the 1900s but only to the very wealthy
How did most poor children before the 1900s learn
Lucky poor children might have had a church education, but most learnt the basics from their family
State the education act introduced in 1870
The education act (Forster Act)
Describe the 1870 Education act (Forster act)
Provided state schools for all 5-11 year olds
When was education made compulsory
In 1880 education was made compulsory up to the age of 10
Was then made compulsory in 1880 for children aged 5-13
What factor determined the type of education children got in the education act (Forster act)
Class determined what type of education they got Middle class received academic curriculum Working class received basic literally and numeracy influencing which jobs they could do after school
When we’re Local Education Authorities (LEAs) introduced
1902
What were local education authorities
In 1902 LEAs were established and the number of grammar schools expanded. Although grammar schools still charged fees, some working class children who passed a scholarship exam were given free education
When was state education completely organised
In 1944, state education was complexity organised with the intention of providing a comprehensive and feee education for everybody up to the age of 15
What did the 1944 act establish
3 types of secondary schools under the tripartite system.
What was the tripartite system (1994) based on
Based on the assumptions that different types of pupil were better suited to different types of education.
The differences were based on what was seen to be an innate ability, which was believed to be fixed and measurable at the age of 11, using intelligence tests (IQ tests)
What is the 11+ test
An IQ test given to pupils ages 11 to determine what type of school they would enter under the tripartite system
Consisted of questions that were supposed to measure the abstract reasoning ability of pupils
Describe factors of grammar school under the tripartite system (1994)
Administration: passing an IQ test (11+) provided for around 20% of pupils
Type of education: academic education. Often included classics
Typical pupils: mainly middle class
-more places for b than g
Describe factors of secondary modem school under the tripartite system (1994)
Basis of administration: failing 11+ and lacking aptitude in technical subjects
-provided for around 70% of students
Type of education: less academic than grammar schools, much more emphasis on practical and vocational subjects
Typical pupils: mainly working class
Describe factors of technical school under the tripartite system (1994)
Basis of administration: aptitude for technical subjects
- Provided for around 5% of pupils
Type of education: emphasising technical, vocational skills
Types of pupils: variety of backgrounds, particularly working class
-more b than g
4 criticisms of the tripartite system
- Many critics say the 11+ did not truly measure ability. Also argued that 11 was too young to measure ability
- different types of school were not recognised as having equal status
- fewer places for girls than boys, even tho g tended to score higher in the 11+ exam, for fear there would be too few boys in top schools
- system was socially diverse
When were comprehensive schools introduced
1960s due to criticisms put forward by social democrats (aimed at the tripartite system suggesting many groups were made to fail)
What did comprehensive schools (1960) intend to do
Break down class divisions by ensuring that people from all classes were educated in the same sort of school - created more equality of opportunities, since no one would be disadvantaged
Functionalists view on comprehensive schools
:)
Argue comprehensive schools promote social intergration by bringing children of different s. Classes together in one school
What did Ford find on comprehensive schools 1960
Studied mixing in comprehensive schools and found very little between the different social classes
Marxist view on comprehensive schools 1960
:(
“Not meritocratic”
Instead reproduce class inequalities
-labelling, streaming and setting are to blame. Although children are not selected at 11, they are still not given fair and equal opportunities
Conservative party criticisms on comprehensive schools (1960s)
Believed comprehensive schools were ineffective, objecting that;
- c schools had poor discipline, which made progress for all children problematic
- comprehensives had lowered standards by undermining the excellent academic education offered in grammar schools. The most able did not have their ability stretched and the poor behaviour of the less able dragged down those who wanted to work hard and succeed
- they were less successful than grammar schools in offering academic education which stretched talented working class children and facilitated upward social mobility
What did supporters of social democratic policies (same people who introduced comprehensive schools) think about comprehensive schools
Also felt that comprehensive schools were a failure; the introduction of streaking and setting reproduced academic and class divisions within the schools. Higher academic sets were generally middle class, while the non academic, lower sets were mainly working class
Evidence to support comprehensive schools (1960)
Some evidence comprehensives did not lead to a lowering of standards. For example, the proportion of the population gaining A Levels and higher O levels (GCSEs) increased
What did the conservative government focus on in the education system 1988 education reform act (era)
Conservative government focused on the marketisation of the education system. An “education market” was created by reducing direct state control over education and by increasing both competition between schools and parental choice of schools
David definition of parentocracy
Parents were given the choice of where to send their kids to school. David (93) refers to marketisation of schools as “parentocracy” ruled by parents. This has led to a shift in power from the producers (school and teachers) to the customers (parents)
When was the national curriculum introduced
National curriculum introduced in 1988 led to a complete overhaul of subjects. It stated which subjects to study at which level and which ones to make compulsory. Ig also introduced regular testing, the SATS at the end of a stage of schooling
Neoliberals (aka new right) (conservatives) view on stage run services
Neoliberals/new right believe that state run services tend to be inefficient
Neoliberals/ new right view on the free market
Believe the free market, in which companies compete for business, provides incentives for improvements in the quality of services over time. Expenditure by the state that they see as unnecessary or excessive is a drain on the economy, since it must be paid for out of taxes that ultimately come from the profits of companies
What is the free market
Where companies compete for business
Neoliberals/ new right view on introduction of market forces, competition and choice into education
Believe that the introduction of market forces, competition and choice into education can lead to greater efficiency and improve standards by creating a more skilled workforce. They are therefore in favour of the marketisation of education; creating a market in education, just as there is a market for the products of private businesses
What a neoliberals not in favour of in terms of schools
Neoliberals are not in favour of making all pupils attended comprehensive schools since this limited choice, restricted competition and in their view, lowered standards and undermined academic education.
What were neoliberals in favour of in terms of schools
Neoliberals were in favour of a creature emphasis on vocational education with the skills required by the employers.
To neoliberals (new rights) what was the purpose of education
To neoliberals the purpose of education was to promote economic growth by raising standards and training the workforce, rather than trying to produce greater equality of eradicate class difference
Details of the formula funding and open enrolment policy introduced by conservative gov Margaret thatcher under the 1988 education reform act
School admissions were not controlled by LEAs and schools could enrol as many pupils as they could physically fit into the school
