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educational policy Flashcards

1
Q

what was educational policy like in Britain before 1988

A
  • the tripartite system
  • comprehensive school system
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2
Q

what was the tripartite system

A
  • children would be sorted into one of the three different schools after the 11+ exam
  • grammer schools were mainly middle class
  • secondary modern schools were mainly working class
  • technical schools existed in only a few areas
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3
Q

what was the comprehensive school system

A
  • aimed to overcome the class divide caused by the tripartite system
  • the tripartite system was to be abolished and replaced by comprehensive schools that everyone would go to
  • not all local authorities decided to make the change so the class divide still exists in some areas
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4
Q

what do functionalists believe about comprehensives

A
  • they promote social integration by bringing children of different social classes together in one school
  • more meritocratic because it gives students a longer period to show their abilities
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5
Q

what do marxists believe about the role of comprehensives

A
  • they are not meritocratic but instead reproduce class inequality through labelling and streaming
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6
Q

what is marketisation

A
  • the process of introducing market forces of consumer choice and competition between suppliers into areas run by the state, such as education
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7
Q

how has marketisation created an education market

A
  • by reducing direct state control over education
  • increasing both competition between schools and parental choice of school
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8
Q

how did the conservative-liberal democrat coalition government take marketisation further

A
  • by creating academies and free schools
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9
Q

what do neoliberals and the new right think about marketisation

A
  • they like it
  • marketisation means that schools have to attract customers by competing with eachother in the market
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10
Q

what are some policies that promote marketisation

A
  • publication of league tables and ofsted inspection reports that rank each school accordingly
  • business sponsorship of schools
  • schools having to compete to attract pupils
  • formula funding where schools get funding per pupil
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11
Q

how does Miriam david describe marketisation

A
  • a parentocracy (ruled by parents)
  • in an education market, power shifts away from the teachers and schools and onto the parents
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12
Q

what do whitty and ball argue about marketisation

A
  • policies like exam league tables and funding formula reproduce class inequalities by creating inequalities between schools
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13
Q

what does bartlett argue about league tables

A
  • it leads to cream skimming and silt shifting
  • cream skimming – good schools can be more
    selective, choose their own customers and recruit high achieving, mainly middle class pupils
  • silt shifting – good schools can avoid taking less able pupils who are likely to get poor results and damage the schools league table position
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14
Q

what is funding formula

A
  • schools are allocated funds by a formula based on how many pupils they attract.
  • popular schools therefore get more funds and so can afford better qualified teachers and better facilities
  • unpopular schools lose income and find it difficult to match the teacher skills and facilities of other schools, reducing student numbers which reduces funding further
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15
Q

what is gerwitz’ theory of parental choice

A
  • there are three types of parents
  • privileged skill choosers
  • disconnected local choosers
  • semi skilled choosers
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16
Q

what are privileged skilled choosers

A
  • mainly middle class parents who used their economic and cultural capital to gain educational capital for their children
  • they were able to take full advantage of the choices open to them
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17
Q

what are disconnected local choosers

A
  • working class parents whose choices were restricted by their lack of economic and cultural capital
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18
Q

what are semi skilled choosers

A
  • mainly working class parents but unlike the disconnected local choosers, they were ambitious for their children however also lacked the cultural capital and found it difficult to make sense of the education market
19
Q

what does ball believe

A
  • parentocracy is a myth
  • it makes it appear as though all parents have the same freedom to choose which school to send their children to
20
Q

what did leech and campos argue

A
  • middle class parents can afford to move into the catchment areas of more desirable schools
21
Q

what are some of the policies the new labour governments introduced to reduce inequality

A
  • designating some areas as Education Action Zones and providing them with additional resources
  • the Aim Higher program to raise the aspirations of groups who are under represented in higher education
  • Educational Maintenance Allowance
  • the National Literacy Strategy
  • city academies were created to give a fresh start to struggling inner city schools with mainly working class pupils
  • increased funding for state education
22
Q

what is a criticism of the new labour attempts to reduce inequality

A
  • benn – a contradiction between labours policies to tackle inequality and its commitment to marketisation (new labour paradox)
  • for example, despite introducing EMAs, labour also introduced tuition fees for higher education
23
Q

what are the three policies introduced by the conservative government

A
  • academies
  • free schools
  • fragmented centralisation
24
Q

how did the conservative government (2010) view education

A
  • wanted to reduce the role of the state
  • david cameron said that the aim of the coalitions educational policy was to encourage ‘excellence, competition and innovation’ by freeing schools from the ‘dead hand of the state’
  • cuts were made to the education budget
25
Q

negative evaluation of free schools

A
  • allen – based on research from sweden where 20% of schools are free schools that shows that they only benefit children from highly educated families
  • free schools are socially divisive and they lower standards (swedens international educational ranking has fallen)
  • in england, evidence shows that free schools take fewer disadvantaged children
26
Q

what was the policy surrounding academies

A
  • from 2010 all schools were encouraged to become academies
  • funding was taken from local authority budgets and given directly to academies
  • academies had control over curriculums
  • by 2021, over 78% of all secondary schools were academies
  • less of a focus on reducing inequality
27
Q

what were free schools

A
  • although funded by the state they were set up and run by parents, teachers and faith organisations or businesses
28
Q

positive evaluation of free schools

A
  • they improve educational standards by taking control away from the state and giving power to parents
    • they can create their own schools if
      unhappy with the quality of the schools in
      the area
29
Q

what is fragmented centralisation and who came up with it

A
  • ball argues that promoting academies and free schools has led to increased fragmentation and increased centralisation of control over education
  • fragmentation – the comprehensive system is being replaced by private investors which leads to inequality in opportunities
  • centralisation of control – central government alone has the power to allow or require schools to become academies or allow free schools to be set up. this has taken away control from local authority
30
Q

what are some conservative policies aimed to reduce inequality

A
  • free school meals
  • pupil premium
31
Q

evaluation of the conservative policies to reduce inequality

A
  • ofsted found that in many cases the PP is not spent on those it is supposed to help. Only 1 in 10 head teachers said it significantly changed how they help disadvantaged students
  • spending was cut, many sure start centers were closed, the EMA was abolished and uni tuition tripled
32
Q

what is privatisation

A
  • it involves the transfer of public assets like schools to private companies
33
Q

how does privatisation blur the public/private boundary

A
  • many senior officials in the public sector, like headteachers, leave to set up or work for private sector education businesses
  • these companies then bid for contracts to provide services to schools and local authorities
  • for example, two companies set up in this way hold four of the five national contracts for school inspection services
34
Q

how has privatisation led to the globalisation of educational policy

A
  • many private companies in the education services industry are foreign owned (edexcel is US)
  • Buckingham and scanlon – the UKs four leading educational software companies are all owned by global multinationals
35
Q

what is the cola isation of schools

A
  • when schools have vending machines on school premises and the development of brand loyalty through displays of logos and sponsorships
36
Q

what does molnar say about cola isation

A
  • schools are targeted by private companies because ‘schools by their nature carry enormous goodwill and can thus confer legitimacy on anything associated with them’ (they are product endorsement)
37
Q

what does Ball believe about education being a commodity

A
  • privatisation is the key factor shaping educational policy
  • policy is increasingly focused on moving educational services out of the public sector and provided to private companies instead
  • in this process, education is being turned into a ‘legitimate object of private profit-making’ (a commodity to be bought and sold)
38
Q

what are the trends of policy and gender

A
  • in the 19th century, females were largely excluded from higher education
  • under the tripartite system, girls often had to achieve a higher mark than boys in the 11+ in order to obtain a grammar school place
  • since the 1970s, policies such as GIST have been introduced to try to reduce gender differences in subject choice
39
Q

what is the history of policies surrounding ethnicity in education

A
  • assimilation policies in the 60s and 70s focused on the need for ethnic minority groups to assimilate into british culture as a way of raising their achievement
  • multicultural policies through the 80s and 90s aimed to promote the achievements of children from minority ethnic groups by valuing all cultures in the curriculum, raising their self esteem and achievement
  • in the 90s, the social inclusion of ME pupils became the focus
40
Q

what are some social inclusion policies

A
  • detailed monitoring of exam results by ethnicity
  • amending the Race Relations Act to place a legal duty on schools to promote racial equality
  • help for volunteering ‘saturday schools’ in the black community
  • english as an Additional Language programme
41
Q

evaluation to assimilation policies

A
  • some minority groups who are at risk of underachieving, such as african caribbean pupils already speak english and that the real cause of their underachievement lies in poverty or racism
42
Q

what are some criticisms of multicultural educational policies

A
  • stone – black pupils do not fail because of a lack of self esteem
  • the new right criticise MCE for perpetuating cultural divisions. they take the view that education should promote a shared national culture in which minorities should be assimilated
43
Q

what are some criticisms of social inclusion policies

A
  • mirza – instead of tackling the structural causes of ethnic inequality such as poverty and racism, educational policy still focuses on culture, behaviour and the home
  • gillborn – institutionally racist policies in relation to the ethnocentric curriculum, assessment and streaming continue to disadvantage minority ethnic group pupils

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