Policies Flashcards

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1
Q

The Tripartite System

A
  • The start of the modern education system - education open to all for the first time.
  • Foundation of the education system:
    • Grammar schools
    • Technical schools
    • Secondary moderns
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2
Q

Critiques of the tripartite system

A
  • Social Democrats believed it to be divisive.
    AH Halsey - abolish 11+ exam and teach all kids the same.
  • “Parity of esteem” was not established.
    • Wastage of talent
    • Middle-class dominance
    • 20% went to grammars - no extra places for girls.
    • Secondary moderns were seen as failure and technicals weren’t funded.
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3
Q

The __________ system was the __________ of the _________ system for the following decades.

A

The tripartite system was the foundation of the education system for the following decades.

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4
Q

Social __________ believed the tripartite system to be ________.

A

Social democrats believed the tripartite system to be divisive.

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5
Q

There were __ extra places for _____ at grammars even though they did ______ on the 11+ exam.

A

There were no extra places for girls at grammars even though they did better on the 11+ exam.

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6
Q

1965 Labour Party Reforms Comprehensivisation

A
  • Comprehensive schools introduced gradually- based on geographical catchment areas.
  • Grammar schools converted into comprehensive schools - accepted everyone from local area.
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7
Q

Divides within comprehensives

A
  • Relied heavily on setting + streaming.
  • Hargreaves (1967) + Ball (1981) demonstrated that the divide between grammars and secondary moderns were present in comprehensives.
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8
Q

New Right critique of comprehensives

A
  • State schools dominated.
  • No competition so no impetus to improve.
  • Alternative was private education - only available to the wealthy.
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9
Q

New Vocationalism

A
  • New educational developments - wave of new vocational qualifications introduced in the 1980s (BTECs + NVQs).
  • Embraced by the Conservatives in 1979.
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10
Q

Neo Marxist critiques of new vocationalism

A
  • See it as cheap labour - kept pay rates of young workers low.
  • Undermined unions - only permanent workers could be members.
  • Reduced unemployment statistics.
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11
Q

Criticisms of new vocationalism

Phil Cohen

A
  • Invoked correspondence principle.

- Point was to create good attitudes and acceptance of low pay for manual labour rather than teach skills.

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12
Q

1988 Education Act

A
  • National Curriculum
  • GCSEs
  • SATS
  • School league tables - market and competition between schools
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13
Q

Critiques of 1988 Education Act

A
  • Curriculum is too narrow - based on reflecting “interests”.
  • Unfair market - richer families could move closer to the better schools.
  • Middle class schools found it easier to achieve high grades - some schools judged unfairly as failing.
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14
Q

Free Market reforms of education since 1997

A
  • Academy systems - schools could take control of their own funds.
  • Sure start - confront cultural and material deprivation before school age.
  • Curriculum reforms - more “academic rigour” + “knowledge rich” since 2010.
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15
Q

Critiques of new market reforms

A
  • New Labour’s reforms still had massive elements of New Right / free market thinking.
  • Academy system makes schools less accountable to local areas and more accountable to business.
  • “Knowledge Rich” - What is culturally relevant? More middle class cultural imperialism?
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16
Q

Main Education Debates of Today

A
  • Problems of an ethnocentric curriculum.
  • More explicit awareness of the hidden curriculum.
  • Challenges in decolonising the curriculum.