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Educational Policies Flashcards

- Marketisation policies

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1
Q

Name 6 different marketisation policies

A
  • Open Enrolment
  • Formula Funding
  • League Tables
  • Grant Maintained Schools
  • City Technology Colleges
  • Specialist Schools
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2
Q

Name 6 different compensation policies

A
  • Education Action Zones
  • Excellence in Cities
  • Sure Start
  • Education Maintenance Allowance
  • Pupil Premium
  • The Aim Higher Programme
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3
Q

What do grant maintained Schools do?
(Marketisation Policies)

A
  • Schools funded directly by central government –> higher funding.
  • Have local management meaning individual head teachers and governing bodies could decide what to do with the schools budgets.
  • Provided choice –> diversity, and competition –> get better results in certain subjects –> other schools encouraged to improve grades.
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4
Q

What is the evaluation for Grant Maintained schools?
(Marketisation Policies)

A

Fitz –> Schools taking government funding and not spending it on improving education but making the environment more attractive and appealing to attract m/c parents and students. This is a method known as covert selection, as w/c students and parents are then put off applying.

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5
Q

What do City Technology Colleges do?
(Marketisation Policies)

A
  • Financed by central government and private industry.
  • Subject specific to math, science and technology.
  • Provides choice for parents –> bigger selection of different school types to choose from.
  • Provides competition for schools –> Other schools have to improve their maths, science and technology grades.
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6
Q

What do Specialist Schools do?
(Marketisation Policies)

A
  • The schools focus on a specific subject and specify in it.
  • People send their children there for that specific subject, as staff tend to be more trained in that subject area, therefore they will get better grades in it.
  • Provides choice –> parents send children who have an interest in the subject.
  • Provides competition –> Other schools need to improve grades in those subjects.
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7
Q

What does open enrolment do?
(Marketisation Policies)

A
  • Provides choice as it creates parentocracy (Miriam David) –> Parents given right to choose where to send their children.
  • Parents aim to send their children to the best performing schools, providing competition as all schools compete to attract pupils.
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8
Q

What is the evaluation for open enrolment?
(Marketisation Policies)

A
  • Leech and Campos –> selection by mortgage, move closer to best schools for better chance to get in.
  • Bartlett –> best schools become oversubscribed so they select the preferred students through cream skimming (m/c students are chosen), or silt shift (w/c students get offloaded).
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9
Q

What is the role of formula funding?
(Marketisation Policies)

A
  • Funding depends on student numbers.
    -Popular schools rewarded, less popular schools given the inventive to improve.
  • Creates competition –> parents want children to go to the top performing schools.
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10
Q

What is the evaluation for formula funding?
(Marketisation Policies)

A
  • Ball and Whitty –> The middle class schools are given more funding due to more students, so they are able to improve results through staff training, resources etc, so get higher on league table and then get more students due to this. The working class based schools begin with a disadvantage and therefore get stuck in the opposite cycle.
  • This creates a reproduction of class inequality.
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11
Q

What are the roles of league tables?
(Marketisation Policies)

A
  • Local and national league tables of schools based on national standardised test results based on the national curriculum.
  • Parents provided with the information –> providing choice to choose which school to send their child to.
  • Competition intensified between schools as schools are encouraged to improve exam results to improve their league table position.
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12
Q

What is the evaluation for league tables?
(Marketisation Policies)

A
  • Ball, Bowe and Gerwitz: privaledged/skilled choosers –> m/c parents, semiskilled/ disconnected choosers –> w/c parents.
  • Gillborn and Youdell –> creates an A-C economy in which schools categorise their children in an educational triage of 1.) pass anyway (m/c), 2.) potential to pass (m/c), 3.) hopeless cases (w/c). The schools put their time and effort into those guaranteed to pass.
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13
Q

How would the Education Maintenance Allowance improve education?
(Compensatory Policies)

A
  • Aimed to widen further education access.
  • Introduced in 2004, providing a weekly allowance to 16-19 year olds in low income families who remained in education.
  • The money was supposed to be used on travel and resources.
  • Pilot studies found that staying on rates increased by around 6% with EMA.
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14
Q

How does EMA compensate for deprivation?
(Compensatory Policies)

A
  • Material deprivation –> Money for resources and transport.
  • Cultural deprivation –> Aspiration
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15
Q

What is the evaluation of EMA?
(Compensatory Policies)

A
  • Machin and Vignoles –> had positive impacts but didn’t target the poor alone, students who were disadvantaged chose low income courses.
  • Whitty –> EMA encourages w/c to stay in education till 18, but they are discouraged into further education due to tuition fees.
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16
Q

How would Pupil Premium improve education?
(Compensatory Policies)

A
  • Provided extra money for students eligible for free school meals. –> The money went straight to the school, not pupil.
  • Aimed to encourage schools to attract and work harder for poorer pupils with the aim of reducing social inequalities in education.
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17
Q

How would Pupil Premium compensate for deprivation?
(Compensatory Policies)

A
  • Material deprivation –> Helps with those who need additional support with funding for their education.
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18
Q

What is the evaluation for Pupil Premium?
(Compensatory Policies)

A
  • Ofstead –> headteachers using pupil premium funds for other reasons such as funding school trips for m/c students rather than funding w/c students education. 1 in 10 headteachers actually used pupil premium to support disadvantaged students.
  • Pupil premium –> not enough to encourage schools to take on more disadvantaged pupils due to concerns about league table positions.
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19
Q

How would the Aim Higher Programme help to improve education?
(Compensatory Policies)

A
  • Provided information and activities designed to encourage children to consider the benefits of higher education.
  • Geared towards children whos parents had not undertaken Higher Education courses.
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20
Q

How does the Aim Higher Programme compensate for deprivation?
(Compensatory Policies)

A
  • Cultural deprivation –> Reduces class gap going to university, more w/c going to university.
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21
Q

What is the evaluation for the Aim Higher Programme? (Compensatory Policies)

A
  • McKnight, Glennerster and Lupton –> Participation in further education increased significantly under labour, however there was still a significant class gap in continuing full time education.
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22
Q

How does Education Action Zones improve education?
(Compensatory Policies)

A
  • Established in lowest performing inner city areas to encourage to improve the motivation and attainment levels of pupils.
  • Included initiatives such as homework and breakfast club.
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23
Q

How does Education Action Zones compensate for deprivation?
(Compensatory Policies)

A
  • Material deprivation –> Provides things and resources for the lower classes that the middle classes already have such as breakfast club and homework.
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24
Q

What is the evaluation for Education Action Zones?
(Compensatory Policies)

A
  • Trowler –> Compensatory policies aren’t the answer, do not reduce inequality of educational opportunity. Inequality in society will always be reflective in education, the only way to fix would be a redistribution of wealth.
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25
Q

How does Excellence in cities improve education?
(Compensatory Policies)

A

Main initiatives:
- Special programmes for gifted pupils.
- City learning centres with IT facilities.
- Learning mentors.
- Low cost leasing for home computers.

The Ofstead evaluation found this to be more effective than EAZs. Overall there was small improvement in key stage 3 test results and attendance levels.

26
Q

How does Excellence in Cities compensate for deprivation?
(Compensatory Policies)

A
  • Material deprivation –> Provides resources for w/c that the m/c already have such as computers and spaces to learn.
27
Q

What is the evaluation for Excellence in Cities?
(Compensatory Policies)

A
  • Trowler –> Compensatory policies aren’t the answer, do not reduce inequality of educational opportunity. Inequality in society will always be reflective in education, the only way to fix would be a redistribution of wealth.
28
Q

How does Sure Start improve education?
(Compensatory Policies)

A
  • Early intervention e.g. home visits and play centres ran by professionals will have long term results.
  • Targeted under 4s and their families living in the most deprived areas of England.
    Aims: improve health, education and employment prospects.
  • Targeted at deprived families,
  • These centres provided parenting and health advice from pregnancy to preschool, also provided childcare and early years education.
29
Q

How does Sure Start compensate for deprivation?
(Compensatory Policies)

A
  • Cultural deprivation –> Tackles it amongst parents and children, improves health and education, has employment prospects.
30
Q

What is the evaluation for Sure Start?
(Compensatory Policies)

A
  • Trowler –> Compensatory policies aren’t the answer, do not reduce inequality of educational opportunity. Inequality in society will always be reflective in education, the only way to fix would be a redistribution of wealth.
31
Q

What is the main focus of vocational education in the UK?

A

Vocational education is focused on the New Right idea of providing a trained workforce. The main idea is:
1.) Providing students with work experience.
2.) Improving the basic skills of the workforce.
3.) Ending the difference in status between academic and vocational qualifications.

32
Q

Name 3 Vocational work experience programmes.

A
  • Training and Vocational Education Initiative (1983)
  • Youth Training (1983)
  • Modern Apprenticeships (1993-present)
33
Q

Name 3 Vocational expansions of post-16 education

A
  • BTECs
  • National Vocational Qualifications (NVQs) (1986-present)
  • General National Vocational Qualifications (GNVQs) (1990s)
34
Q

What is the Training and Vocational Education Initiative?

A
  • Aimed to ensure that students were better prepared for the workplace and support vocational courses.
  • It provided work experience opportunities and focused on key skills needed in the workplace, such as communication, numeracy and information technology.
  • It also made additional funds available to schools which were to be spent on teaching this and increasing pupil awareness of the importance of industry.
35
Q

What is Youth Training (1983)?

A
  • This was a training scheme for school leavers with little to no qualifications.
  • It involved working on a placement and following a training programme which led to a level 2 NVQ qualification.
  • This enabled trainees to learn on the job whilst earning a ‘wage’ which was subsidised by the government.
36
Q

What is the modern apprenticeships programme (1993-present)?

A
  • Modern apprenticeships were set up in the early 1990s.
  • Apprenticeships would be classed as employees and be paid a wage, whilst working towards an NVQ level 3 qualification (equivalent to an Alevel)
  • Over subsequent decades, additional categories of apprenticeships were added to enable apprenticeships to achieve up to the equivalent of a foundation degree whilst in an apprenticeship.
  • Apprenticeships follow a study programme which enables them to study for an NVQ, Btec or Higher National Diploma.
  • This depends on the job and sector the apprenticeship is in.
37
Q

What does BTECs do?

A
  • Alternative qualifications to academic qualifications with more of an emphasis on workplace skills.
  • They are more practical and offer an opportunity for more hands on learning.
38
Q

What do National Vocational Qualifications (NVQs) (1986-present) do?

A
  • This is a work-based qualification that focuses on skills and competencies required in a particular job.
  • An individual builds up a portfolio that provides evidence of them having the skills and competencies required for that qualification.
39
Q

What do General National Vocational Qualifications (GNVQs) (1990s) do?

A
  • More general qualifications covering job sectors, rather than specific jobs that NVQs covered e.g. travel and tourism; health and social care. They tended to involve much more coursework than academic qualifications.
40
Q

What are some criticisms of the Youth Training programme (and apprenticeships)?

A

Finn —>
1.) cheap labour
2.) exploitable (non-unionised)
3.) lowers unemployment statistics

41
Q

What are criticisms of BTECs/NVQs?

A

Birdwell —> vocational students often ignored.
De Waal —>
1.) Low paid jobs
2.) More failing students off league tables

42
Q

What are some criticisms of TVEI?

A

Buswell —> gender inequality

43
Q

What is privatisation?

A
  • Privatisation involves the transfer of public assets. E.g. transferring schools to private companies.
44
Q

What is new academies?

A
  • Introduced in 2001.
  • Intended to involve sponsors such as private companies working with the government to involve failing schools in deprived areas.
  • Run by the state but receives funding directly from the Department of Education rather than LEA.
  • Sponsors were intended to provide funding but also have an input in how the school was run and the curriculum offered.
  • Became apart of Multi-Academy Trusts with the intention of these trusts applying their expertise and experience to a range of schools.
45
Q

What happened to state schools in 2010?

A
  • All state schools, including primary and special schools were encouraged to become independent academies, free from control of local councils.
  • Poorly performing schools were forced to become academies under the leadership of a high performing neighbouring academy.
46
Q

What are free schools?

A
  • All ability, state funded independent schools.
  • Very similar to academies.
  • Set up in response to what local people say they want and in order to improve education for children in their community.
  • They were generally presented as a way of improving standards and meeting parents wishes in disadvantaged areas where existing schools were seen by parents as providing inadequate education.
  • They were designed to be run by groups, teachers, parents, charities, faith groups, education experts or private companies to satisfy local demand.
47
Q

What are some other forms of privatisation?

A

Private companies are involved in an increasing range of activities in education, including:
- Building schools
- Providing supply teachers
- Providing work based learning
- Providing careers advice
- Providing inspection services

Private companies can also be involved in providing everyday services to a school, such as catering and cleaning; as well as being the publishers of textbooks or producing electronic learning equipment.

48
Q

How does Machin and Vernoit evaluate academies?

A
  • Found evidence that the new academies were significantly more advantaged than the average secondary school as they received more funding.
  • This worsened inequality because new academies had less pupils who were eligible for free school meals.
  • These schools were therefore likely to reinforce disadvantage as middle class pupils were likely to be attending better funded academies.
49
Q

How does accountability evaluate academies?

A
  • There is now a lack of local oversight and checks and balances over what these schools do and how they spend taxpayers’ money.
  • Parents are often not clear about who these schools are accountable to.
  • Local councils have lost control over the planning and supply of school places.
  • Some free schools have opened in areas where there are already too many school places with schools in such areas therefore not full.
50
Q

How do the academies commission evaluate academies?

A
  • Some academies were holding ‘social events’ for prospective parents or asking parents to complete long admission forms.
  • These practices can enable schools to select pupils from more privileged families where parents have more cultured capital and can complete the forms in a way that would improve their child’s chances.
51
Q

How does Ball evaluate academies?

A
  • Argues that promoting academies and free schools has left to both increased fragmentation and increased centralisation of control over educational provision in England.
  • Fragmentation means the comprehensive system is being replaced by a patchwork of diverse provisions that lead to greater inequality on opportunities.
  • Centralisation of control means central government alone has the power to allow or require schools to become academies or allow free schools to be set up.
  • These schools are funded directly by the central government.
  • Their rapid growth has greatly reduced the role of elected local authorities in education.
52
Q

How does Green, Allen and Jenkins evaluate free schools?

A
  • Found free schools were socially selective and picked bright and wealthy students by covert selection.
  • Even in deprived areas, schools were failing to admit the neediest children.
53
Q

Name 4 other effects of privatisation

A
  • Loss of talent in the public sector
  • Involvement of global corporations
  • Education becomes a commodity
  • Cola-isation of schools
54
Q

How is the loss of talent in the public sector an effect of privatisation?

A
  • Many staff within the public sector e.g. headteachers, leave and set up consultancies or join private education providers.
  • These companies then recruit the most talented teachers and headteachers with higher wages and then bid for contracts for services to schools and local authorities.
  • This leads to a loss of talent in the public sector and a reliance on these private companies.
55
Q

How does privatisation cause an involvement of global corporations?

A
  • Many private education companies are owned by companies based outside of the UK.
  • The UK’s four leading educational software companies are all owned by global multinational corporations.
  • This gives these companies influence that they can exert on those making educational policies and they may be likely to push for educational changes that will benefit their company rather than students.
56
Q

How does privatisation cause education to become a commodity?

A
  • This involvement of private companies in education means there is an increasing focus on making profit from the education system.
  • Due to this, students begin to be seen as a source of income, meaning schools and education providers may take actions that aren’t in the best of interests of students.
57
Q

How does privatisation result in the cola-isation of schools?

A
  • The private sector can be indirectly involved in education
58
Q

What is the tripartite system?

A
  • Students sat a test called the 11+
  • Would go to one of three secondary schools based on this:
    1.) grammar school (academic students)
    2.) secondary technical schools (practical students)
    3.) secondary modern schools (everyone else)
59
Q

What are the main ways schools would select students?

A
  • Selection by ability
  • Selection by aptitude
  • Selection by faith
60
Q

What are the advantages of selection by ability?

A
  • Ensures students are in learning environments they are suited to —> role allocation (Davis and Moore)
  • Most talented students are educated/prepared for most important jobs
61
Q

What are the disadvantages of selection by ability?

A
  • Higher classes can afford extra tuition to increase chances of passing (myth of meritocracy - Bowles and Gintis and reproduction of class inequality - Althusser)
  • Students who failed the 11+ are labelled as failures, self fulfilling prophecy (Becker)
  • Neglects ‘late bloomers’
  • 11+ questions reflected a middle class habitus (Bourdieu)

Sociology (23 decks)

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