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Sociology mock > Educational Policies - 3.3 > Flashcards

Educational Policies - 3.3 Flashcards

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1
Q

Education before 1998 Key Sociologists

A

> Marxist (View of Comprehensives)

> Functionalists (View of Comprehensives)

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2
Q

Which Act brought in the Tripartite System

A

1944 Education Act

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3
Q

From 1944 what did Education begin to become influenced by?

A

Idea of Meritocracy

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4
Q

How did Allocation of Kids to School work in the Tripartite System?

A

Pupils did 11+ exam and were allocated to 1 of 3 types of secondary based on their abilities.

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5
Q

3 Types of School in Tripartite System

A

> Grammar Schools
Secondary Modern Schools
Technical Schools

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6
Q

Define Grammar Schools & what % attended?

A
  • Academic curriculum w/ access to prof jobs and HE, for kids w/ academic ability, passed the 11+ exam & MC.
  • 20% attended
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7
Q

Define Secondary Modern Schools & what % attended?

A
  • Access to manual work for kids who failed 11+ mainly WC

- 80% attended

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8
Q

Define Technical Schools & what % attended?

A
  • Vocational education, existed in few areas so in practice it was bipartite not tripartite system.
  • 5% attended
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9
Q

How did Tripartite System reproduce Class Inequality

A

Challenging WC & MC into 2 dif types of schools, offering unequal opportunities.

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10
Q

How did Tripartite System reproduce Gender Inequality

A

Needing girls to get higher marks than boys in 11+ to go grammar schools.

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11
Q

How did Tripartite System Legitimated Inequality

A
  • Fair as everyone takes same exam, so have = chance

- But in reality pupils’ environment affects chances of success.

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12
Q

When was the Comprehensive School System

A

1965 -

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13
Q

What did Comprehensive School System aim to do?

A

Aimed to make education meritocratic, fixing inequality in tripartite system.

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14
Q

What was abolished as a result of the intro of Comprehensive School System?

A

> 11+ abolished, all pupils attending local comprehensives

> Not all areas went comprehensive, so they’re still grammar skls in UK.

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15
Q

Criticisms of the Intro of the Comprehensive School System

A

Comprehensives are large skls so lack individual attention.

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16
Q

Functionalists View of Comprehensives

A

> Fulfils essential functions, e.g. social solidarity & meritocratic role allocation.

> Mertiocratic as they give pupils longer to develop & show abilities.

> Promote integration bringing all social classes, together in 1 school.

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17
Q

AO3 - Education before 1998 Key Sociologists

A

> Ford (Functionalist view on Comprehensives)

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18
Q

Ford Criticisms of Functionalist View on Comprehensives

A

Due to streaming, little mixing of social classes in skl.

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19
Q

Marxists View of Comprehensives

A

> Serves interests of capitalism, reproducing & legitimating class inequality.

> Reproduce class inequality from 1 generation to next through continuation of streaming and labelling.

> Legitimates class inequality, through myth of meritocracy, making it seem everyone has = opportunity & failure is due to individual & not system.

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20
Q

Define Marketisation

A
  • Process of introducing market forces of consumer choice and competition between suppliers into areas run by state
  • e.g. education, creating an education market.
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21
Q

How Marketisation has created an Education Market?

A

> Reduced direct state control over education

> Increased both competition between schools & parental choice of school

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22
Q

What is the significance of the 1988 Education Reform Act?

A

Marketisation became central theme of Gov Education Policy, introduced by Tories

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23
Q

Explain the Role of New Labour Gov in 1997 on Education

A

Emphasised standards of diversity & choice in education

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24
Q

Explain the Role of the Tory & Democrat Coalition Gov in 2010 on Education

A

Took marketisation further, e.g. creating academies and free schools

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25
Q

Marketisation Key Sociologists

A

> New Right (View of Marketisation)
David (View on Parentocracy)
Ball and Whitty (Reproduction of Inequality)
Barlett (Cream Skimming and Silt Shifting)
Gewirtz (Parental Choice)
Ball (Myth of Parentocracy)

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26
Q

Explain the New Right view on Marketisation

A

> Favour it

> Marketisation means schools compete w/ each other have to attract customers (parents)

> Schools providing parents w/ what they want will get extra funding, whereas those who don’t will go out of business.

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27
Q

Outline Policies Promoting Marketisation

A

Incl. league tables, open enrolment, formula funding, opting out of LEA, free schools, academies, business sponsorship.

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28
Q

David view on Parentocracy

A

> In education market, power shifts away teachers & school to parents encouraging diversity among schools.

> Giving parents more choice, raising standards

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29
Q

Explain Ball & Whitty’s idea of Reproduction of Inequality

A

Policies like league tables & funding formula reproduce class inequalities between schools.

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30
Q

What does School’s desire for high league table ranking, encourage according to Barlett?

A

Cream Skimming

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31
Q

Define Cream Skimming

A

‘Good’ schools can be more selective, recruiting best MC kids, as result, these kids gain advantage

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32
Q

Define Shilt Shifting

A

Good’ Schools, can avoid taking less able pupils who’ll get bad results damaging league table position.

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33
Q

Give at least 3 examples of Tactics schools use to deter WC kids from joining?

A

Any 3 of:

  • Persuading parents from WC that school is unsuitable for their kids.
  • Expensive uniform regulations.
  • Making school literature overcomplicated.
  • Having complex admission criteria.
  • Not promoting the school in poorer areas.
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34
Q

According to Barlett what is the effect on Schools with Poor League Table positions

A

Can’t be selective have to recruit less able WC kids so results are bad & unattractive to MC parents.

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35
Q

According to Barlett what is the overall effect of League Tables?

A

Produce unequal schools, reproducing social class inequalities.

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36
Q

What are 2 Marketisation Policies reproducing Inequality?

A

Funding Formula

League Tables

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37
Q

Explain the Impact of Funding Formula on Unpopular Schools vs Popular Schools?

A

> Schools funded based on how many pupils they attract

> Popular skls get more funds, improve staffing facilities, be more ambitious & attracting MC kids.

> Unpopular skls, lose income so can’t compete w/ better equipped popular schools, so lose more £££.

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38
Q

What was (Institute for Public Policy Research) findings on Competition Oriented Education Systems Producing Inequality?

A
  • Competition-oriented education systems e.g. UK produces more segregation between kids of diff social backgrounds.
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39
Q

What are Negative Consequences of Competition in Education?

A

> Schools try to maintain position in league tables by concentrating resources on those pupils who are most likely to achieve e.g. MC

  • Link to Gilbourn and Youdell A-C Economy
  • So increases divisions between pupils.
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40
Q

What does Gerwitz believe impacts Parental Choice of Schools?

A

Differences in parents’ economic & cultural capital affects how far they can pick schools.

41
Q

What 3 Types of Parents does Gerwitz outline?

A

> Privileged Skills Choosers
Disconnected Local Choosers
Semi-Skilled Choosers

42
Q

Define Privileged Skilled Choosers

A

> Have economic & cultural capital, so can take advantage of system

> Have time to visit skls & research options available.

> Economic Capital enables Selection by Mortgage: Afford houses in catchment areas of popular skls.

43
Q

Define Disconnected Local Choosers

A

> WC parents w/ lack of economic and cultural capital

> Find it difficult to understand & less able to manipulate system.

> Focusing on distance & cost of travel, not league tables.

> Place at local skl was only realistic option.

44
Q

Define Semi-Skilled Choosers

A

> Despite being WC, they were ambitious for kids.

> But found it hard to understand system, relied on other ppl opinions.

> Frustrated at inability to get children into schools they wanted.

45
Q

Explain Ball’s Idea of the Myth of Parentocracy

A

> Marketisation gives appearance of parentocracy

> Making it seems as if all parents have equal ability to choose good skls.

> Conceals class inequalities between parents

> Myth of parentocracy makes education seem fair.

46
Q

Explain 3 New Labour Policies Introduced to Decrease Inequality (1997-2010)

A

> Intro of Education Action Zones, giving deprived areas additional resources.

> Aim Higher Programme: Raise ambitions of groups underrepresented in HE.

> EMA’s to encourage low-income kids to stay on till HE.

47
Q

A03 Criticisms of New Labour

A

> Benn (New Labour Paradox)

48
Q

Explain Benn’s Criticisms of New Labour?

A
  • Contradiction vs policies to tackle inequality & commitment to marketisation ‘’New Labour Paradox’’
  • e.g. EMA’s to help poor kids stay on till HE, but they have to pay uni fees.
49
Q

Identify three policies that may promote the marketisation of education (6 Marks)

A

> Introduction of Academies, encourages parentocracy as have own curriculum so parents can pick one that suits them

> Publication of league tables and ofsted inspection reports rank each school based on exam results, giving parents info they need to choose the right school.

> Specialist schools like in IT, Sport etc widen parental choice, as Schools may have specialist sport facilities

  • e.g equipment that may adhere to a child’s interest in sport
50
Q

What are 2 Types of Marketisation

A

Marketisation

Privatisation

51
Q

Impact of Conservative-Coalition Government of 2010 on Education

A

> Quickened move away from education system based on comprehensives run by local authorities.

> Influenced by New Right ideas on reducing role of state in education through marketisation & privatisation

52
Q

What was Conservatives Aims?

A

Encourage excellence, competition, innovation

53
Q

Changes to Curriculum under Conservative- Coalition Policies Gov

A

> Intro of EBACC
AS Levels demphaised
Coursework removed from majority of subjects
Most GCSE exams at end of YR11.

54
Q

Explain Coalition Governments focus on Academies?

A

> All skls encouraged to be academies, funded by central gov, leaving LEA control.

> Some academies are privately owned chains, funded by state.

> Academies given control over curriculum

55
Q

Explain Differences Between Labour and Coalition Governments in relation to Academies

A

> Labours original city academies targeted disadvantaged schools/areas

> Coalition gov, allowed any school to be an academy, removing focus on reducing inequality

56
Q

What are Free Schools?

A

> Funded by state.

> But set up & run by parents, teachers, religious groups or businesses not LEA

57
Q

Explain the Views of Supporters of Free Schools

A

> Improve educational standards, takes control away from state and giving power to parents

> Give parents opportunity to create new schools if they’re unhappy with state schools in that area.

58
Q

Conservative Gov Policies From 2010 Key Sociologists

A

> Allen (Criticisms on Free Schools)

> Ball (Fragmented Centralisation)

59
Q

Allen Criticisms on Free Schools

A

Research from Sweden where 20% of schools are free schools shows they only benefit kids from highly educated families.

60
Q

Critics of Free Schools

A

> Socially divisive and lower standards

> Sweden’s international educational ranking has fallen est their intro of free schools.

> Charter schools in US are like free schools, criticised for appearing to raise standards, but do so by strict pupil selection & exclusion policies.

> Free schools take fewer disadvantaged pupils than local schools

61
Q

Explain Ball’s Idea of Fragmented Centralisation

A

> Fragmented patchwork, instead of comprehensive system, leading to greater inequality

> Education, now more centralised, gov can make school be academies & allow free skls to be set up.

62
Q

What are 2 Coalition Policies Aimed at Reducing Inequality

A

> FSM: For kids in reception and yr 1/2.

> Pupil Premium: Money schools receive for every pupil from disadvantaged background

63
Q

What are Ofsted Findings on Pupil Premium

A

> Pupil premium isn’t spent on who it’s meant to help

> 1/10 head teachers said it changed how they supported pupils from disadvantaged backgrounds.

64
Q

Explain Coalition Government ‘Austerity’ Programme

A

> Spending on many areas of education been cut

> Spending on school buildings cut by 60%

> Loads of Sure-Start Centres were closed.

> EMAs was abolished & increases in Uni fees.

65
Q

Criticisms of Coalition Government Policy and Cuts

A

> Cutting Sure Start and EMAs, reduced opportunities for WC pupils.

> Similarly increasing uni fees may discourage WC from HE.

66
Q

Define Privatisation of Education

A

> Opening up parts of education to private businesses e.g. staff training, finances, management and exams.

> As a result education becomes source of profit for capitalists

67
Q

What are the 2 Types of Privatisation in Education?

A

> Endogenous Privatization

> Exogenous Privatization

68
Q

Privatisation of Education Key Sociologists

A

> Ball and Youdell (Endogenous/Exo Privatization)

> Ball (Large Scale School Building Projects)

> Pollack (Blurring Public/Private Boundary)

> Buckingham and Scanlon (Privatisation and Globalisation of Educational Policy)

> Molnar (Cola-isation of Schools)

> Ball and Beder (Limited Benefits to Schools through Private Sector Involvement)

> Ball (Education as a Commodity

> Hall (Marxists view on Coalition Gov Policies)

69
Q

Explain Ball & Youdell’s Idea of Endogenous Privatization

A

> Schools operate like priv businesses.

> Manage own affairs, competing w/ other schools for pupils,

> Use target setting & league tables to measure progress.

70
Q

Explain Ball & Youdell’s Idea of Exogenous Privatization

A

> Private businesses design, manage & deliver education (e.g. private chains of academies)

> Private companies take responsibility for exam system

> ICT companies e.g. Apple providing online curriculum content

71
Q

Examples of Exogenous Privatisation

A

> Setting up of Academies
Building & Maintaining School Buildings
Running of Exam Systems & Privatisation and Globalisation of Educational Policy
Expansion of the Education Services Industry

72
Q

Explain the Significance of Setting up Academies in relation to Privatisation of Education?

A

> Led to priv business running schools.

> Academies can get funding from businesses.

> Managed by people w/ expertise in business not teaching.

73
Q

Explain the significance of Building & Maintaining School Buildings in relation to Privatisation of Education?

A

> Involve public private partnerships (PPPs)
Private companies provide money to design, build & operate school buildings.
Contracts last 25yrs+ during where LA pays monthly lease & ongoing costs

74
Q

Explain Ball’s view on Large Scale School Building Projects

A

> Business involved expected to make up 10x as much profit than they do on other contracts.

> LA have to enter agreements, as their only way of building schools, as of lack of funding by central gov.

75
Q

Explain the significance of Running of Exam Systems ​in relation to Privatisation of Education

A

> Edexcel is run by US testing giants Pearson
Runs exam boards in 70+ countries,
Paying examiners & writes textbooks.

76
Q

Explain the significance of Expansion of the Education Services Industry highlighted by Buckingham and Scanlon ​in relation to Privatisation of Education

A
  • UK’s 4 leading educational software companies owned by global multinationals e.g. Disney, Mattel, Hambro, Vivendi
  • International Corporations more involved in Education e.g. – Google and providing educational services for a profit.
77
Q

Explain the significance of Expansion of the Education Services Industry highlighted by Buckingham and Scanlon ​in relation to Privatisation of Education (2)

A
  • Some UK educational business work overseas, exporting UK educational policy, for sale abroad e.g. Ofsted
  • Nation states less important in policy-making, becoming globalised.
78
Q

Explain the Significance of the Introduction of PISA?

A
  • Measured every 3-5yrs, to compare performance from around the world.
  • It creates panic among governments as they want to quickly fix issues so their education system is looked on more favourably.
79
Q

Explain the significance of Blurring the Private/Public Boundary

A

> Senior Officials from public sector e.g. civil servants & headteachers, join or Set up Private Educational Business

> Bringing insider knowledge to help win contracts.

80
Q

Explain Pollack’s view on Blurring Public/Private Boundary

A

> Flow of personnel allows companies to buy insider knowledge, to help win contracts as well as avoiding LA democracy.

81
Q

Explain the Idea of the Cola-isation of Schools

A

> Private sector penetrating education indirectly

> Sells to pupils through vending machines in skls.

> Developing brand loyalty, through logos, sponsorships & voucher schemes.

82
Q

Explain Molnar’s View on the Cola-isation of Schools

A

> Schools being targeted by private companies

> As schools by nature are a kind of product endorsement.

83
Q

Explain Ball and Beder’s Idea of Limited Benefits to Schools through Private Sector Involvement

A

> Cadbury’s Sports Equipment promotion was scrapped, as it was believed kids would have to eat 5K+ chocolate bars just for a set of volleyball posts.

> Beder, Families spent 100K+ in Tesco in return for a single computer in schools

84
Q

Explain Ball’s Idea of Education as a Commodity (Ball)

A

> Education is being privatised, being turned into a commodity to be buyed and sold on the education market.

> Becoming a source of profit for capitalists.

85
Q

What 2 roles is the State Reduced to as a result of Privatisation?

A

> Commissions educational services, putting them up for contact & deciding which private bidder gets contract.

> Acts as regulator, setting targets, monitoring performance, to ensure private providers, meet certain standards e.g. Ofsted Inspections.

86
Q

Explain Hall’s Marxist view on Coalition Gov Policies

A

> Academies are example of handing over public services to private capitalists, e.g. educational businesses

> Claim we can drive up standards is a myth used to legitimate turning of education into source of private profit.

87
Q

Policies to Tackle Inequality Key Sociologists

A

> Mirza (Coalition Policies aimed at Reducing Inequality)

> Gillborn (Social Inclusion)

88
Q

Explain the Significance of Policies on Gender, in relation to Girls

A

> Females were largely excluded from HE,

> In tripartite system girls had to achieve a higher mark than boys in 11+ to get into grammar skls

> Policies e.g. GIST been introduced to reduce gender differences in subject choice.

89
Q

Explain the Significance of Policies on Ethnicity

A

> Assimilation Policies in past focused on need for BAME to assimilate into mainstream British culture, to raise their achievement.

> Aiding those without English as 1st Lan

90
Q

Explain the Criticism of Assimilation Policies

A

> BAME who’re risk of failing e.g Afro-Caribbean speak English, but underachieve due to poverty and racism.

91
Q

Explain the significance of MCEP?

A

MCEP in past aimed to value all cultures in curriculum, so will raise BAME self-esteem and achievement.

92
Q

A03 Policies to Tackle Inequality Key Sociologists

A

> Stone (Criticisms of MCEP)
Critical Race Theorists (Criticisms of MCEP)
New Right (Criticisms of MCEP)

93
Q

Explain Stone’s Criticisms of MCEP

A

Black pupils don’t fail from lack of self-esteem.

94
Q

Explain Critical Race Theorists Criticisms of MCEP

A
  • MCEP picks out stereotypical features of BAME for inclusion in curriculum,
  • Fails to tackle institutional racism.
95
Q

Explain New Right Criticisms of MCEP

A

Perpetuates cultural divisions, taking view it should promote shared national identity that BAME get assimilated.

96
Q

Outline Coalition Policies aimed at Reducing Inequality

A

> Detailed monitoring of exam results by ethnicity

> Amending Race Relations act placing legal duty on schools to promote racial equality

> Help for Voluntary Saturday Schools in black community

> English as an additional language programme.

97
Q

Explain Mirza’s View on Coalition Policies aimed at Reducing Inequality

A

Edu policy has soft approach focusing on culture, behaviour & home, instead of tackling poverty & racism.

98
Q

Explain Gilborn’s View on Social Inclusion

A

Institutionally racist policies, relating to ethnocentric curriculum, assessment and streaming, still disadvantage BAME.

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