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educational policies Flashcards

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Sociology 101 flashcards
1
Q

1944 Butler Act

A

the tripartite system:
1. “practical intelligence”- secondary modern. This was for w/c who would leave for employment at the age of 15, and inferior to grammar
2. “techical intelligence”- technical schools. <3% attended
3. “academic intelligence”- grammar. The m/c who would have had extra support in 11+

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2
Q

1944 Butler Act aims+evaluation

A

aims:
- make secondary education universal and free
- parity of esteem= equal status
- schoools were ‘equal but different’

evaluation:
- academic intelligence led to a better life
- the 11+ was unfair for a variety of skills and development at different ages
- some families struggled without kids at work
- gender bias in 11+ subject choice

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3
Q

1988 Education Reform Act
new right/ conservative Maggie Thatcher- individual choice and business= large part of social progress

A
  • National Curriculum: all state schoold follow the same content. Not compulsory in free schools, academies + private schools
  • League tables and SATs: all students tested on the same core content at ages 7, 11, 14 and GCSE levels. Aim= fair comparison + use in league tables
  • Formula funding: funding based on how many pupils a school attracted = incentive for competition
  • Local management of schools: headteachers and governors manage the school budget, not local authority. Ensures sufficient school operation and weakens local authority (the gov distrust)
  • Grant Maintained schools: funded directly by central govt, specialised in subjects meaning increased diversity and choice
  • City technology colleges: focus = maths, science, tech, funded by central government. In inner cities to compete with existing ones
    -Open enrolment: parents can choose school for children= competition
    -League Tables: schools are required to showcase results=competition+parentocracy
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4
Q

Education Reform Act 1988 aims+evaluation

A

aims:
- make schools competetive through marketisation and parentocracy
- drive up standards by dictating what is taught

evaluation:
- favours ‘skilled choosers’
- neglects sink schools
- teaching to tests
- SATS= pressure on pupils
- national curriculum= restrictive

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5
Q

legislation

A

preparation and making of laws

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6
Q

marketisation

A

market forces to encourage competition

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7
Q

parentocracy

A

parental choice/control

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8
Q

academy

A

state funded schools (gov)

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9
Q

pupil premium

A

a grant given to schools by government to decrease class attainment gap

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10
Q

1997 New Labour policies
Tony Blair

A
  • EAZ: a group of schools in deprived areas that recieved extra funding and sponsorship, drives up standards, focus on underachieving students in deprived areas
  • Sure Start: 12h/week of free nursery ages 2-4 for deprived areas, getting on the same level as m/c counterparts
  • EMA: 30 quid weekly to fund low income families to encourage students to stay in education aged 16-18
  • EIC: improve attainment levels for students in low income areas
  • Further and higher education: increase in higher education spaces, participation was varied. Tuition fees were introduced to improve facilities in universities and this lowered the amount of w/c people who went.
  • academisation: turning failing comprehensive schools into academies (diff from in 2010)
  • specialost schools
    -literacy and numeracy assessment and targets
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11
Q

1997 New Labour policies aims to+ evaluation

A

aims:
- raise standards of education through smaller class sizes, stricter ofted, more maths and english hours
- increased diversity and choice through specialist schools, individual support
- improved equality of opportunity through EAZ, sure start, EMA

evaluation:
- the gap between m/c and w/c continues to grow due to cream skimming
- introduction to tuition fees puts many off
- city academies enable those with money to shape the curriculum
- gillborn and youdell- negative experience in A-C economy
- schools are too test focused, reducing real diversity of educatoinal experience
- less critical thinking, more tests

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12
Q

Education Action Zones (EAZ)

A

a group of schools in deprived areas that would recieve extra funding and sponsorship to increase the standards within the school

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13
Q

Sure Start

A

12hr per week of free nursery provision from ages 2-4 for deprived areas to catch up with m/c

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14
Q

Educational Maintenance Allowance (EMA)

A

30 quid weekly to fund low income families to enocurage students to stay in education from ages 16-18

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15
Q

Excellence In Cities (EIC)

A

a programme to raise standards and promote _____ in inner cities and other urban areas

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16
Q

academy

A

state funded schools that are funder directly by the government rather than by the local education authority

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17
Q

further education

A

training after secondary school such as A-levels, college and T-levels

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18
Q

higher education

A

education beyond the age of 18 including uni and apprenticeships

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19
Q

Conservative educatoinal policy 1979-1997

A
  • National Vocation Qualifications (NVQs): standardised vocational qualifications for particular occupations
  • General National Vocational Qualifications (GNVQs): more general qualificatoins which covered wider areas
  • Modern Apprenticeships: from 1995, these programmes combined training at work with the part time attendance at college, with the aim of achieving NVQ at level 3
  • New vocationalism= new vocational training initiatives introduced in the 1970s. eg the youth training scheme combined education and work for school leavers
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20
Q

evaluation of new vocationalism (1979-1997)

A
  • it essentially brought back a two tier system that comprehensivisation had sought to erradicate
  • sometimes vocational qualifications have been accused of being valued too highly. Some level 2 BTECs were said to be the equivalent to several GCSEs, giving misleading school and pupil performance data.
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21
Q

Conservative educatoinal policy 1979-1997 aims+ evaluation

A

aims:
- promoting economic growth through improving the skills of the workforce
- encourage competition in the educational marketplace to do this
- make schools more efficient by introducing market forces
- more incentive for schools to improve because of competition
- inspections required to assess quality of schools, which must be availible to parents

evaluation:
- schools wanted to only attract academically able students, boosting reputation
- shift from what the school can do for the students to what the students can do for the school
- schools became more cocnerned about atracting the gifted than helping the disadvantaged

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22
Q

vocational

A

practical skills and training for specific occupations or professions

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23
Q

conservative government

A

uphold traditional approaches to social topics

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24
Q

marketisation of schols

A

the introductoin of market principles such as competition into the education system

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25
Q

league tables

A

the ranking of schools in terms of exam results

26
Q

vocatoinal education and training

A

an education and training system designed to teach work skills to meet the needs of the industry

27
Q

open enrolment

A

parents have the right to send their children to the school of their choice

28
Q

Comprehensivisation 1965 Anthony Crossland
aims and evaluation

A

aims:
- overcome class divide and make education more meritocratic

evaluation:
- class differences remained largely unchanged
- did not achieve their aim because grammar schools still exist in a number of areas

29
Q

what was comprehensivisation/ the comprehensive system?

A
  • providing one type of school (comprehensive school) so students of all backgrounds and abilities can be offered the same opportunities
  • merging grammar schools and secondary modern schools into a more mixed ability set of students
30
Q

tripartite system

A

a 3 part system of secondary education

31
Q

comprehensive schools

A

a secondary school that does not select its intake based on academic performance

32
Q

social mobility

A

the movement of individuals, families, households or other categories of people within social strata of society

33
Q

streaming

A

splitting pupils into groups based on their ability, whichthey stay in across all their subjects

34
Q

monopoly

A

when there is only one provider of specific goods and services that consumers can choose (they monopolise over a certain market)

35
Q

what do functionalists think about comprehensivisation

A
  • it promotes social integration by bringing children of different social classes together in one school
  • see the system as more meritocratic because it gives pupils a longer period in which to develop and show their abilities
36
Q

what do marxists think about comprehensivisation?

A
  • argue they are not meritocratic
  • they reproduce class inequality from one generation to the next through the continuation of streaming and labelling
  • comprehensives have a myth of meritocracy, it is only superficial
37
Q

evaluation of educational action zones EAZ

A
  • not deemed a great success
  • an ofsted reprt on EAZs praised some initiatives like homework clubs and breakfast clubs
  • it attracted limited sponsorship
  • the report found some improvement in standards at KS1 but not change at KS3 or KS4 (GCSE)
38
Q

evaluation of EIC excellence in cities

A
  • mixed results
  • limited access, impact was not evenly distributed
  • did not address broader social and economic inequalities
  • some attainment gaps reduced for disadv pupils
  • specialist schools emphasis= teaching qality up, because they had additional training and resources
  • diverse range of skills and interests developed because a broader range of educational opportunities offered
  • stronger links between schools, businesses and community organisations+ social cohesion+ sense of belonging btween students and their families
39
Q

evaluation of sure start

A
  • mothers reported having a more stimulating environment for their children who had better physical health
  • ## the government found that they were at a net financial loss but overall the benefits provided value for money
40
Q

coalition government

A
  • joint government of conservatives and liberal democrats 2010-2015- influenced by neoliberalism and new right
  • majority neoliberal economics
  • think that independence, accountability, competition, diversity and choice all make an outstanding school
  • aim to reduce the role of the state- free schools from ‘dead hand of the state’
41
Q

what was introduced by the coalition government in 2010-2015?

A
  • academies
  • free schools
  • further/higher
  • pupil premium
42
Q

academies and their impact
2010-2015

A
  • sponsored and converter academies
  • not under local authority control
  • some run by private businesses
  • some direct state control

impact:
- In may 2010, there were about 200 academies, in April 2012, there were 1176. Most were converter
- Money was a major reason
- In June 2012, the department for education claimed that the improvement in GCSE results for academies was twice than that of non academies
- However, a comparison of the two in disadvantaged areas showed no difference

43
Q

pupil premium and impact
2010-2015

A
  • social democratic policy
  • additional payment schools for free schol meal students
  • aims to increase life chances and reduce child poverty

impact:
- 2010-2015 between 2 and 2.5M who qualified
- closed achievement gap between disadvantaged and other students through targeted funding
- boosted social mobility, boosted long term prospects by reducing inequality in and outside of classrooms

44
Q

further/higher education and impact
2010-2015

A
  • bursaries replaced the removal of EMA
  • tuition fees raised to 9000 pounds
  • change in those who attended university

impact:
- attendance of university was 2.3M in 2015-2016
- 636,000 people were given bursaries
- less w/c went to university due to the costs and it was harder to get a bursary.

45
Q

free schools and impact
2010-2015

A
  • run by parents, teachers, faith organisations or businesses
  • to overcome problems in the area
  • criticised by many as only benefitting m/c

impact:
- 2010-2015 over 400 free schools were aproved for opening
- the idea of free schools came from the coalition
- there is no evidence they achieve better results because the results are mixed.
- it is focused on locals’ needs and do not have to teach a national curriculum or employ qualified teachers as long as there is english and maths

46
Q

coalition policies and inequality: some policies attempt to decrease inequality

A
  • free school meals for all reception, year one and year two
  • pupil premium: extra money for pupils from disadvantaged backgrounds
47
Q

coalition policies and inequality: some policies maintain inequality

A
  • spending cuts: buildings, cuts to sure start, EMA abolished, university fees tripled
48
Q

cream-skimming

A

choosing the best students to be admitted through testing, they are more likely to succeed and improve the reputation of

49
Q

silt-shifting

A

deselecting students with special educational needs or other disadvantages to other schools

50
Q

equality of opporunity

A

everyone is presented with equal chance of success, sitting the same exams

51
Q

parity of esteem

A

equal status

52
Q

neo-liberal

A

otherwise known as ‘new right’ views. Argues that competition drives up standards, just like in business

53
Q

Social democratic

A

this political view argues that everyone should be equal and education is essential for economic growth

54
Q

were they driven by economic profit for the government? capitalism, business

A

positives
+ SD+NL policies were complementary rather than contradictory-raising standards through competition and choice aso increases the opportunities for the most disadvantaged

negatives
-improved skills of workforce also good
-raised standards may have been for economic reasons, competing in the global market
-overall market principles benefitted m/c skilled choosers who already had capital to make choices
-focus on league tables so teachers taught to tests rather than useful knowledge
-over belief that education can fix all of society’s problems, why would it fix them when education is a paradigm of wider society

55
Q

ERE acronym

A

Economic efficiency
Raising educational standards
Equality of opportunity

56
Q

Grant maintained schools and impact
1988 education reform act (conservatives)

A

state schools could opt out of local authority control if enough parents voted for it

impact:
- more parentocracy
- marketisation- encourage them to compete

57
Q

City technology colleges and impact
1988 education reform act (conservatives)

A

schools funded by central government and private industry which were in cities, focused on maths, science and tech. 11-18y/o students

impact:
-cream-skimming to get the very reputation- prestigious and effected by the market
- parentocracy increased bc more choice
- no equality of opportunity because cities are expensive

58
Q

Open Enrolment and impact
1988 education reform act (conservatives)

A

parents were given the right to send their children to school of their choice

impact:
- more competition
- marketisation- they want to be the ideal choice
- parentocracy increased
- silt shifting to improve league tables

59
Q

Formula funding schools and impact
1988 education reform act (conservatives)

A

financing schools based on how many students they attract

impact:
- incentivised competition
- marketisation- it becomes about the money and attracting more people

60
Q

National curriculum and impact
1988 education reform act (conservatives)

A

what the government tells schools to teach

impact:
- more equality of opportunity- everyone learns the same thing

61
Q

League tables and SATs + impact
1988 education reform act (conservatives)

A

state secondary schools required to publish their key stage, A level and GCSE results

impact:
- more parentocracy
- marketisation- they all want to look desireable so cream skimming and silt shifting are done

62
Q

What did Ball et al find in 1994 about the impact of the 1988 education reform act?

A
  • schools were paying more attention to what parents want
  • not keen to attract all students due to league tables (silt shifting)
  • emphasis on student performance rather than student needs (educational triage)
  • money moved from SEN to marketing (silt shifting)

sociology education (11 decks)

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