Educational reforms 1970 - 1988 Flashcards
What are educational reforms/policies?
Official plans and strategies for education introduced by the government through acts of parliament.
Why was the Education Act of 1870 introduced?
By the end of the 19th century, the economy changed to such an extent that it needed a skilled, rather than an unskilled, workforce.
As a result, the Education Act of 1870 was introduced.
Forster Education Act 1870
established elementary schools for children aged 5-11.
- children were taught basic numeracy + literacy skills.
Reasons for the introduction of elementary schools in 1870
- the industrial revolution created a need for an educated workforce
- to improve the effectiveness of British armies - soldiers who could read, write and count would form a more successful fighting force.
- To reduce the level of street crime – get the pick-pockets off the street
- To ward off the threat of revolution – the French revolution and the writings of Karl Marx caused concern for the r/c. Free education would make the r/c appear generous and teach the masses respect for authority and train them to follow instructions and rules.
Criticism of the Education Act 1870
made little difference to the lives of w/c children
Success in life still depended on ascribed status:
- m/c children were sent to fee-paying grammar schools were they received academic curriculum for professional careers while w/c children got elementary schooling where they only learnt basic skills needed 4 factory work.
Why was the Butler Education Act of 1944 introduced?
By the 1940s, the idea of meritocracy – individuals should achieve their status through their own effort and ability - began to shape education policy.
As a result, the Butler Education Act of 1944 was introduced.
Butler Education Act 1944
It brought in the tripartite system – 3 different types of secondary schools:
Grammar
Secondary modern
Technical
Children were allocated to one of these schools on the basis of how well they performed in the 11+ exam.
It was meant to provide ‘equality of opportunity for all’ as all children sat the same 11+ exam thus being judged on merit.
Grammar schools
Accepted what were considered to be academically bright pupils who had done well in the 11+ exam.
- taught a wide range of academic subjects including Latin and in some cases Greek.
- entered their pupils for public examinations (‘O’ and ‘A’ levels) which were needed for any pupil that wished to attend university.
20% of the population at that time attended these schools.
Secondary modern schools
Accepted most students in the country, 75% of children went to secondary modern schools.
- Such children would not have performed as well in the 11+ exam as those from grammar schools and as a result, they would receive a basic education with a more practical emphasis.
Up until the 1960s - very little opportunity for public examinations to be taken in such schools meaning that the opportunity to go to university was effectively ruled out if you went to such a school.
Technical schools
Only accepted about 5% of students in the country at that time.
- designed for pupils that excelled in technical subjects and consequently emphasised vocational skills and knowledge.
- taught subjects such as woodwork, metalwork, crafts etc.
However, they were expensive to build and very few were actually set up.
Criticisms of the tripartite system
- Unfair to girls - many schools were single-sex, and most grammar schools were for boys.
- There were regional variations - some parts of the country had more grammar schools than others.
- The problem with IQ tests is that they can be culturally-biased in favour of m/c pupils.
- meant that m/c children dominated grammar schools, as they performed best in the 11+ exams.
Far from providing an equal education for all, the tripartite system reflected the existing social divisions in society as the influence of material and cultural deprivation was ignored. - The self-esteem of w/c students was damaged by the inferior status of secondary modern schools.
Comprehensive education 1965
[aimed to educate all students regardless of ability or background in the same school]
- based on the principle of one type of school for everyone.
- introduced in 1965 by the Labour government in response to discontent with the tripartite system.
- 11+ exam was abolished and grammar, secondary modern and technical schools were replaced w/comprehensive schools.
Admissions to comprehensive schools were based on the catchment area – the local area surrounding a school.
Why were comprehensive schools introduced?
- was thought that they would break down social barriers as children of all classes, religions, ethnic backgrounds and gender would mix together and this would promote tolerance.
- no entrance exams, so no student is labelled a failure.
- designed to cater for students of all ability.
Because they are larger, more subjects could be taught and more facilities provided. Hence, there are economic reasons comprehensives were introduced.
Weaknesses of comprehensive schools
Legitimate social inequality by creating the myth of meritocracy.
- makes it look as if all students have the same chance to succeed, but some will always have an advantage, e.g. cultural capital.
Independent sector and grammar schools still exist. They tend to cream-skim the most able students away from local comprehensives.
- makes the comprehensive school more like a secondary modern.
Many comprehensive schools allocated students into streams with m/c students ending up in top streams. This may lead to labelling of students in low streams as failures thus leading to their underachievement.
- this is a form of selection, similar to the tripartite system
