Education- Topic 2 Social Policies

Question 1

What Act was in 1870 and what did this ensure?

Answer 1

The Forster Act of 1870
Act ensured free, state education for children between 5-10 yrs old
- boys and girls taught separately
- boys= technical skills
- girls= domestic skills

Question 2

What act in 1918 and what it ensured

Answer 2

The Fisher Act of 1918
It ensured that schooling became compulsory and free up to the age of 14
state became responsible for secondary education
education system divided along class lines

Question 3

What was the Social Democratic perspective

Answer 3

view that democratically elected government can work to reduce the perceived injustices of the capitalist market system
everyone to have equal chance to succeed- meritocratic system

Question 4

Changes to education 1944-1965

Answer 4

Previously education access mainly for middle and upper class
1944 school leaving age was 14 but later increased to 15
state schools were under the local education authorities

Question 5

What was the important act in 1944
And aims

Answer 5

Butler education Act 1944
secondary education for all
aimed to abolish class based inequalities in state education
3 types of schools introduced to suit abilities and this was measured by everyone sitting an 11+ exam
Act stated that all pupils should have equal status ‘parity of esteem’

Question 6

Grammar Schools (GS)

Answer 6

Intended for students that were bright and academic
Only 20% school population went to grammar school

Question 7

Secondary modern schools (SMS)

Answer 7

Majority of children attended these schools
Children given basic education and not entered for external exams until GCSEs

Question 8

Technical schools (TS)

Answer 8

Intended for children who had interest in technical subjects
Emphasis upon vocational skills and training
5% of children attended

Question 9

Limitations of Butler Act 1944

Answer 9

• 11+ was unreliable- use of IQ testing not a good measure of academic ability
• No parity of Esteem- SMS seen as second best and denied opportunities to progress and no exams to take
• Most students only actually had 2 options- few TS built due to cost
• Selection process- unfair and denied pupils of continuing education post 15. Girls had to score higher in the 11+ as less places in GS
  -Social class division- Class divide remained -> 2/3 MC in GS and WC mainly in SMS were labelled as ‘failures’ so lacked motivation

Question 10

What schools introduced in 1965-1979

Answer 10

Comprehensive schools
Labour gov in response to issues with tripartite
schools were ‘upgraded’
broad curriculum to be taught
introduction of more sporting and recreational activities

Question 11

Functionalist Theories of Comprehensive Schools

Answer 11

Promote social integration by brining children of different class together
Julienne Ford- found little social mixing of WC and MC pupils because of streaming
also seen as more meritocratic as give longer to develop abilities

Question 12

Marxist Theories of Comprehensive Schools

Answer 12

Not meritocratic as reproduce class inequality through continuation of streaming and labelling
continue to dent WC children equal opportunists ‘myth of meritocracy’

Question 13

What was the Conservative Educational Policy 1979- 1997

Answer 13

1979-Margaret Thatcher elected as conservative leader and aims were:
- develop an educational system to meet the needs of the industry
- raise standards through schools and colleges
They favoured the use of ‘market force’- consumers have choice and choose between range of products
Schools and parents can choose so educational standards improve

Question 14

What was the New Vocationalism

Answer 14

Schools producing children who lacked skills required by the industry
Example of social policy to create links between education and the economy
TRAINING SCHEMES- 1 yr training scheme combining work experinece and education
VOCATIONAL QUALIFICATIONS- Health and social care, etc

Question 15

Criticisms of NV

Answer 15

Neo Marxist (FINN)- believed hidden political agenda
Cohen- real purpose to create good attitude and god work discipline rather than actual job skills
Lower ability students- channelled to vocational courses- WC and EM were majority
Training schemes- enforced sex stereotyping in employment and education

Question 16

What was the Education Reform Act 1988

Answer 16

• It was the most important piece of education government legislation since the 1944 Butler Act
• it established the National Curriculum (biggest thing) for all the state schools in England and Wales and National system of Testing and Assessing

Question 17

What measures did the education Reform Act 1988 introduce

Answer 17

1. Grant Maintained Schools- state schools allowed to opt out of LEA control if parents voted for it- free schools were allowed to specialise in particular schools or type of students- diversity and choice, encouraged competition
2. City Technology Colleges- increases diversity choice and competition funded by state and private industry, focus on maths, science and technology- inner city areas for 11-18 year olds
3. Open Enrolment- parents given the right to send their children to the schools of their choice- encourage comp
4. Formula Funding- financing schools depending on No’ of enrolments. intended to reward successful schools and giving others incentive to improve
5. National Curriculum- gov told teachers what to teach and provided tests for each key stage, 7,11 and 14- also used to assess teachers and schools
6. League Tables- in 1990s to require teachers to publish KS, GCSE and ALevel results. this was extended to primary schools later on. they were to provide parents with information needed to make a choice of school and intensify competition between schools

1993 Ofsted set up to inspect schools- every 4 years and public report published on standards achieved

Question 18

What does Marketisation refer to in education

Answer 18

The process of introducing ‘market forces’ into areas run by the states such as NHS or Education
ERA 1988 created an ‘education market’ by:
- reducing direct state control over education
-increasing competition between schools
-increasing parental choice of schools

Question 19

What were some of the policies to promote marketisation

Answer 19

• Publication of school league tables
• Business sponsorship of schools
• Schools being able to opt out of the LEA control
  -Schools having to compete to attract pupils
• OFSTED inspection reports available for parents to look at when choosing schools
• More recently (post 2010) academic and free schools

Question 20

What did Gerwitz study?

Answer 20

Parental Choice
as this increases marketisation advantages MC parents whos economic and cultural capital puts them in a better position to choose good schools
He studied 14 LDN secondary schools and difference in parents CC influencing choice of schools
3 Main types of parents:
1. Privileged-skilled choosers
2. Disconnected local choosers
3. Semi skilled choosers

Question 21

Criticism of Marketisation (AO3)

Answer 21

• testing children can cause stress
  -league tables can be counterproductive- some schools may not admit to having low achievers (not enter for exams)- Better schools in demand so encourage ‘cream-skimming’ and ‘silt-shifting’
• parents had little choice of schools due to few places and catchment areas
• Class difference reinforced by act -> ball= middle class parents could play the system and impress in interviews
• the formula funding- funds are awarded per pupil- more attractive the school the more funds they receive, encouraging selection. poorer performing schools struggle
• Gerwitz concluded that in practice MC parents possess more economic and cultural capital and therefore have more choice than WC parents
  -Myth of Parentocracy- marketisation legitimises equally
• ball makes it appear as if all parents have the choice but really only MC parents have more choice
• by disgusing the fact that schooling continues to reproduce class inequality the ‘myth of parentocracy’ makes it appear fair and inevitable

Question 22

What is the 1997-2010 Labour Educational Policy

Answer 22

-Tony Blair came into power in 1997 and announced that his priorities was just education
- the policies introduced translate into this practice
-Labour policies were influenced by Social Democratic and Neoliberalist perspective

Question 23

What were the New Labour aims and how did they aim to reduce inequality of marketisation

Answer 23

• Education Action Zones
• Aim higher programmes
  -EMA
• National literacy strategy
• city academies
• increased funding for state schools

Question 24

Criticisms of New Labour

Answer 24

• Melissa Benn 2012- New Labour paradox, contradiction between wanting to abolish inequality but they continue to promote marketisation. for example:
  despite introducing EMA, it was the labour gov who introduced higher fees for university education
  they have never attempted to abolish fee paying private schools

Question 25

What was the 2010 Coalition Conservative Government?

Answer 25

Coalition is an agreed governing body between 1 or more parties
Conservative and Liberal Democrats with C being dominant as their views are strongly represented in the education policy.

Question 26

What was the Coalition Policy based the values on

Answer 26

1. Independence- freedom for headteachers and staff to develop strats and style suited their students
2. Accountability- parents rather than the LEAs
3. Competition- in schools it will drive up standards, successful ones expanding or failing ones will go to the wall
4. Diversity and Choice- real choice requires diversity and a range of different schools to choose from

Question 27

What are Academies?

Answer 27

They were designed by the labour gov to replace under performing secondary schools in low income areas
Coalition policies for academies were more ambitious
Labour’s concerns with disadvantaged children remain but now all schools could apply to convert to an academy
They had 2 types:
1. sponsored academies- only to become by DfE if they are failing
2 Converter academies- open choice to become one

Question 28

Evaluation of Academies AO3

Answer 28

• Money was seen as the main motive for conversion to an academy- 78% schools believed they’d be better off converted
• However debate about performance continues
• Improvements seen in GCSEs but by becoming an academy
• but comparison of the 2 in disadvantaged areas show no difference in levels of improvements (2010-2011)

Question 29

What are free schools?

Answer 29

• instead of replacing exisiting schools they opened new ones
• 1st schools opened in 2011 and the aim was:
  1. increase diversity by offering more parental choice
  2. increase competition in order to drive standards up
• Although free schools are seen to be beneficial for all children, additional funding is provided for free schools in disadvantaged areas.

Question 30

Evaluation of Free Schools

Answer 30

• there is no evidence that free schools improved standards - Ofsted in 2015 in inspection outcomes were broadly in line with those for all schools
• in some areas, free schools are competing against good neighbouring schools where there are already sufficient places to meet local needs. could lead to a drop in funding for the existing schools and negative impact on pupils
• Free schools recieve a much higher rate of state funding £7761 compared to £4767
• 1st set of GCSE results from free schools that had educated students throughout their secondary schools careers were mixed- some were excellent, some were poor

Question 31

What was EMA to the Bursary (Further and Higher Education)

Answer 31

• Removal of EMA in 2011 conceded with the 1st fall in 16-18 year olds in full time education since 2001
• this allowance was replaced with bursary fun worth only £180 million as opposed to £560 million of EMA
• DfE argued that financial support was not targeted at those who need it most. critics argued that it led to a decline in FE students

Question 32

What were Tuition Fees for Higher and Further education?

Answer 32

• 2012- raised limit to £9000 3x the previous limit- rapidly growing student numbers and an increasing competitive market
• However- applications from low income families grew, but mature students decreased, arguing a continuing and concerning gap between less advantaged and advantaged backgrounds

Question 33

What is Pupil Premium and Social Mobility

Answer 33

• Social democratic concerns about equal opportunities continued to influence educational policy
• 2011- pupil premium was introduced, additional payment to schools based on the number of FSM students enrolled- was welcomed but headteachers doubted the effectiveness of the payments, as it merely made up for costs elsewhere
• this forms part of the coalition’s Social Mobility strategy, recognising that the income and social class of parents continue to have a huge bearing on a child’s chances

Question 34

What are selective schools

Answer 34

• Theresa May sees selective schools as one of the main ways to create a meritocratic society and promote upwards social mobility
  -she has advocated the return of grammar schools based on selection from ability- these schools would take a fixed proportion of students from WC families who also wanted them to be located in disadvantaged areas
• In addition to grammar schools all secondary schools will be able to select students on the basis of ability if the school wishes
• Those who don’t go to grammar schools will have a variety of schools to choose from- free schools, academies and faith schools- Diversity and choice will provide an appropriate education for all

Question 35

What were criticisms of Selective Schools (AO3)

Answer 35

• Micheal Wilshaw describes the idea that poor children will benefit from grammar schools as tosh! MC will use their know how to the education system to maintain inequality
• critics claim there can be no such thing as a tutor proof test
  -critics claim that children from poor backgrounds who fail to get into grammar schools will be dumped into ‘sink schools’
• In June 2017 after the conservative gov had lost a majority- there was no mention of grammar schools in the party manifesto

Question 36

What were Global League Tables?

Answer 36

• schools now compete on a ‘global league table’ rather than just a national one
• the organisation for economic cooperation and development publish a Tri annual report which details where each country falls within a global league table (PISA- Programme for International Student Assessment)
• 2015= TM- aimed to make Britain the best ranking country to study maths, science and engineering

Question 37

Evaluation of Global League Tables

Answer 37

• Harry Torrance 2006- these shouldn’t be taken very seriously- each use different test, samples and age groups so they cannot be easily compared
• Dylan Williams - illustrates Torrance’s point-
  Singapore- Ability
  Finland- NOT
  Both top ranking schools. Williams says little can be gained from global league tables

Question 38

What has Globalisation done to the Economy and Job Market

Answer 38

• Globalisation has had a major impact on the economy so the sorts of the education system needs to prepare people for has changed
• Manufacturing jobs have been exported to other parts of the world so the UK has come to rely on the service sector.- different skills and expectations need to be delivered through the hidden curriculum
• The UK is unable to compete economically with other manufacturing economies in the world due to the cheap labour costs. Instead it has suggested the UK should compete in terms of skills

Question 39

Skills comparisons in the league tables

Answer 39

• In 2016 the UK ranked:
  16th in Science
  22nd in Reading
  27th in Maths
• this means that the UK is lagging behind higher placed countries. Singapore and Hong Kong top the rankings for all categories. Finland is the highest placed European country
• As such another impact of globalisation on educational policy has been borrowing best practice from the education systems in other countries that perform much better than the UK
• however these successful systems are all very different so it is difficult to know which approach will be appropriate for the UK

Question 40

Evaluating the impact of globalisation on educational policy

Answer 40

• Not all sociologists agree that globalisation is really happening- education has always had to respond to changes in the world economy
• Lessons to be learned from other countries are not necessarily things the UK gov can respond to- changes can be hard to enforce