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Sociology - Education > Educational Policy > Flashcards

Educational Policy Flashcards

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Sociology 101 flashcards
1
Q

summarize the main 2 aims of educational policies

A

main 2 aims of educational policies
- to improve equality: some policies are made to try and make things more equal
- marketisation: to create competition in order to improve standards and give parents more choice

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2
Q

outline the timeline of the British Government

A
  • Conservative 1988-1997
  • Labour 1997-2010
  • Coalition 2010-2015
  • Conservative 2015-present
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3
Q

give context of educational policies before the 1870 education act

A

educational policies before the 1870 education act
- prior, only a small minority received formal education
- public + grammar schools educated children of the wealthy and powerful

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4
Q

outline the tripartite system under the 1944 Butler Act

A
  • grammar schools: intended for smartest pupils. studied maths, classics, science among other subjects in prep for GCE, O/A-Level exams
  • secondary modern schools: attended by most who were less academic / more practical. basic education
  • technical schools: emphasised vocational training + technical skills
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5
Q

outline the comprehensive system + who introduced them

A
  • introduced by Labour Gov in 1965, prioritised equal access to educational opportunities
  • one secondary school type for everyone to break down social class barriers
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6
Q

what are advantages of the comprehensive system

A
  • no entrance exams or selection; more fair, no children labelled as ‘failures’
  • are cheaper to run, schools facilitate more pupils, there are more subjects offered
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7
Q

what are disadvantages of the comprehensive system

A
  • comprehensive system limits parental choice; each student goes to their nearest school, regardless of reputation
  • streams in comprehensive schools recreates social divisions as the streams reflect the social class differences
  • comprehensives aren’t actually socially diverse as they’re based off of local neighbourhood
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8
Q

outline the Functionalist view of comprehensives

A
  • positive view of comprehensives
  • they promote social integration by bringing kids of diff social classes together
  • they are more meritocratic as it gives students a longer period to develop + show their abilities
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9
Q

outline the Marxist view of comprehensives

A
  • critical view of comprehensives
  • they aren’t meritocratic - they reproduce class inequalities generationally through labelling + streaming
  • they legitimise class inequalities by making inequal achievement seem fair because failure is the fault of individuals
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10
Q

define marketisation

A
  • marketisation = the process of introducing market forces of consumer choice and competition
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11
Q

which theory supports marketisation + why

A
  • New Right
  • marketization helps to raise standards + gives consumers (parents) more choice
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12
Q

outline David’s concept of parentocracy

A
  • David; Parentocracy:
  • ‘rule by parents’
  • parents are consumer, schools are producers
  • as consumers, parents can give funding to schools by sending their child there due to the Funding Formula
  • this raises school competition and standards due to league tables, OFSTED, fee schools, specialist schools
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13
Q

what is an AO3 evaluation of David’s concept of parentocracy

A
  • schools are the one who actually decide who gets in - not parents
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14
Q

outline league tables + cream skimming

A
  • grades produced by the schools are the most important aspect to consumers
  • grammar/ high achieving schools have the ability to cream skim (choose the best pupils)
  • working class, special education BAME pupils are less likely to be chosen
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15
Q

outline the funding formula

A
  • funding formula = funding per student enrolled at the school
  • leads to sink schools - poorer, lower achieving schools that have less money and lower results
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16
Q

describe Gerwitz’s concept of parental choice/ the myth of parentocracy

A
  • there is a myth of parentocracy (the idea that parents hold the power in choosing their child’s school)
  • only some parents benefit from marketisation
  • there are 3 types of parents: privileged skilled choosers, disconnected local choosers, and semi-skilled choosers
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17
Q

describe Gerwitz’s privileged skilled choosers

A

privileged skilled choosers:
- middle class
- they have the economic capital (money) to access catchment areas, tutors/ resources to achieve higher, appeals for school places, pay for school transport
- they also have the cultural capital; m/c values, skills to appeal for places, skillset/knowledge of the schools admission system, enrichment, understands the process
- they use these assets to gain educational capital for their kids

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18
Q

describe Gerwitz’s disconnected local choosers

A

disconnected local choosers
- working class parents
- their chocies are restricted de to their lack of economic + cultural capital
- they lack the economic capital, cultural capital and social capital that the privileged skilled choosers have

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19
Q

describe Gerwitz’s semi-skilled choosers

A

semi-skilled choosers
- mainly working class
- unlike the disconnected local choosers, they were ambitious for their children
- but they also lacked the cultural and economic capital to fully access educational capital

20
Q

outline Conservative educational policy motives 1988-1997

A
  • was heavily influenced by New Right thinking
  • under Margaret Thatcher
  • new vocationalism = serving the needs of the industry was prioritised over equality of opportunity
  • state run institutions were inefficient as they didn’t have a profit motive
  • introduction of market forces creates marketisation/ competition and thus raises standards
21
Q

outline testing and examining under the Conservatives 1988-1997

A
  • in hopes of increasing competition, there was an increased use of testing, examination and publication of exam results
  • Ball: in some aspects, the promotion of standardised testing goes against New Right thinking as they are generally ‘against imposing uniformity on schools’ and ‘value diversity’
22
Q

outline the 1988 Education Reform Act

A
  • established a national curriculum + a national system of testing and assessments
  • league tables
  • OFSTED
  • funding formula
  • MATs
  • the aim of this reform was to increase diversity, choice + competition/ to raise standards
23
Q

what was the aim + impact of the National Curriculum

A
  • aim: to inc diversity, choice, competition + to raise standards
  • impact: gender parity; removal of gendered subject bias
24
Q

what was the aim + impact of League Tables

A
  • aim: to provide info for parents, to help them make an informed choice, to inc parentocracy
  • impact: top league tables attract m/c families (privileged skilled choosers)
25
Q

what was the aim + impact of the Funding Formula

A
  • aim: to inc competition in schools, to force a profit motive, to get as many students as possible
  • impact: better quality education + better results, schools in deprived areas lead to sink schools
26
Q

what was the priorities of the Labour Educational Policy 1997-2010

A
  • top 3 priorities: ‘education, education, education’
  • some policies demonstrate the principle of equal opportunities, whereas some seem to be based on New Right thinking of marketisation
27
Q

outline the stance of the Labour Gov 1997-2010 on diversity + choice

A
  • Blair: rejects ‘ one size fits all’ idea of comprehensive education - schools should reflect the diversity of young people
  • comprehensives should be ‘modernised’; thus, the introduction of specialist schools to raise standards
28
Q

outline the Labour Gov’s 1997-2010 stance on equality policies

A
  • they intended ‘to overcome economic and social disadvantage and to make equality of opportunity a reality
  • they wanted to motivate young people in deprived inner city areas
29
Q

what were the new educational policies introduced in the Labour Gov 1997-2010

A
  • academies (failing schools taken over by Gov/ private funding)
  • beacon schools (‘centres of excellence’)
  • EMA/Education maintenance Allowance (paid those 16-18 to remain in full time education)
  • EAZs/Education Action Zones (maximised educational opportunities in deprived areas)
  • vocational qualifications
  • raised school leaving age to 18
30
Q

what is OFSTED

A
  • OFSTED = the regulatory body that inspects schools and gives them a rank
  • these ranks are then published online which gives parents further knowledge about the quality of education in schools, thus informing their decision
31
Q

by _ nearly _ of secondary schools had become _

A
  • by 2021, nearly 86% of secondary schools had become academies
32
Q

define academisation

A
  • academisation = the movement of operation + ownership of schools from being under local councils to private organisations
  • also known as privatisation
33
Q

outline Sure Start

A
  • centres that provided education and aimed to give children the best start to life through improved healthcare, education, family support etc
34
Q

what did the Coalition 2010-2015 government introduce / further implement

A
  • free schools/ academies
  • pupil premium
  • increased university fees
  • Ebacc
35
Q

outline the Coalition 2010-2015 Govs academies/ free schools

A
  • from 2010, schools were encouraged to leave local authority and be funded by central Gov
  • Ac. also given control over their admissions
  • these schools boost marketisation + parental choice but feed into cream skimming
35
Q

outline the Coalition 2010-2015 Govs pupil premium + an evaluation

A
  • PP is an amount of money that schools receive for each pupil from a disadvantaged background
  • it aims to close the gap between them and their peers
  • H; PP has been criticised as there is no sure way of knowing if the money is being spent on its intended purpose in schools
36
Q

outline the Coalition 2010-2015 Govs increased uni fees + an evaluation

A
  • uni fees inc from £3,000 per year to £9,000 per year
  • this aimed to promote marketisation through inc profit making
  • H; has negatively impacted the w/c due to fear of debt
37
Q

outline increasing education funding in the 2019 Conservative Manifesto

A
  • increased school funding by £14 billion - with areas previously underfunded receiving the greatest increase
38
Q

outline the Coalition 2010-2015 Govs Ebacc

A
  • English Baccalaureate isn’t compulsory
  • students must pick the core subjects as well as a humanities and language
  • aims to promote a more ‘academic’ stream of education
39
Q

what were the main promises in the 2015 Conservative election manifesto

A
  • creating a further 500 free schools by 2020
  • zero tolerance for failure; immediate support to turn around failing/ coasting schools
  • 30 hours free childcare
  • restructuring exams; from A-C to 1-9
40
Q

outline improved classroom standards in the 2019 Conservative Manifesto

A
  • every school ranked Outstanding by OFSTED will receive regular checks
  • investing £10 million in Behaviour Hubs
41
Q

outline creating more great schools in the 2019 Conservative Manifesto

A
  • to create more high quality schools; they will continue to support innovation
  • give more school places to children with severe Special Educational needs
  • intervening in underachieving schools
42
Q

what’s a criticism of the Conservative 2015-present Gov

A
  • the Conservative Gov was inefficient from 2015-2020 due to Brexit in which they focused majority of their time on
43
Q

outline open enrolment

A
  • introduced under 1988 Conservative education reform act
  • part of ‘parentocracy’ - parental choice increased
  • allowed parents to select multiple schools as options to send their children to
  • only had to specify 1 as their first choice
44
Q

outline MATs / academy chains

A
  • charities that run chains of academies
  • they aren’t run for financial profit

Sociology - Education (8 decks)

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