Policy timeline

Question 1

What is an educational policy

Answer 1

Plans and stratergies for education introduced by the goverment

Question 2

List the time line for educational policy from before the industrial revolution to COVID and globalisation

Answer 2

Before industrial revolution
1944 Butler Act - Tripartite system
1955 Comprehensive schools - old labour
1988 Education Reform Act
1997 New labour
2010-15 Coalisation
COVID and globalisation

Question 3

What was the education like before the industrial revolution, before 1833

Answer 3

No money spent on education
Only avaliable to a minority who could afford fee paying

Question 4

What was the education like during ands after industrialisation

Answer 4

Industrialisation increased need for educated workforce
Late 19th century state got more involved
1880- education compulsory for aged 3-15
Type of education depended on the class:
MC - academic curriculum to prepare for professional careers
WC - basic numeracy and literacy to prepare for factory work

Question 5

What was the aim for the 1944 Butler Act Tripartite System

Answer 5

To abolish class-based inequalities in education by introducing a ‘meritocratic’ assessment and selection process where all students given same chance to achieve through effort

Question 6

What did the 1944 Bulter Act Tripartite System policy introduce

Answer 6

Secondary education for all pupils - no longer reserved for minority who could pay
11+ which would determine ‘ability’ so they can select the right school
Grammar: passed 11+ with an academic curriculum, higher education access, mainly MC
Secondary modern: failed 11+, non-academic curriculum, manual work access, mainly WC
Technical: vocational education (died out quickly), only existed in few areas

Question 7

what are the 2 evaluation points for the 1944 Butler Act Tripartite System

Answer 7

It legitamised inequality: suggests ability is born and can be measured early on in life, in reality, childrens environment affects chance of success
Did not promote meritocracy: class inequality as 2 different schools with unequal opportunities, gender inequality as girls ha to score higher than boys to get into grammar schools
(Myth of meritocracy making you blame yourself and not the system)

Question 8

What was the aim for 1965 Comprehensive school policy

Answer 8

Overcome social class divide tripartite created thorugh inroducing comprehnsive schools - equal opportunies by having same type of schools for all (non selective and non meritocrtic)

Question 9

What did the 1965 Comprehnsive school policy actually do to try meet there aim

Answer 9

Got rid of 11+, secondary modern and gramar schools (most areas)
Children made to attend local comprehensive schools within catchment area
Local authorities would remain control of schools and allocate funding

Question 10

What is the functionalist view of the 1965 Comprehensive schools

Answer 10

They promote social integration - bring pupils from different classes together (catchment areas usually populated by one social class)
Are meritocratic as they allow pupils to develop skills over a long period unlike tripartite

Question 11

What is the marxist view of the 1965 Comprehensive schools

Answer 11

Not meritocratic - they deny WC equal opportunities
Reproduce class inequality through setting and streaming
Legitimises class inequality though myth of meritocracy
Moving away from 11+ to comprehensive schools was optional = still a divide

Question 12

What is the New Right view on the 1965 Comprehensive schools

Answer 12

They prevent competition and lower standards
No incentive to get better and compete with other schools as they are guaranteed students
Lack of parental choice
Impossible to remove student from local schools
All students are the same

Question 13

What was the aim for the 1988 Education Reform Act - Marketisation

Answer 13

Create education into more of a marketisation industry by applying market forces to education, promoting competition, and increasing parental choice.

Question 14

What did the 1988 Education Reform Act - Marketisation do to meet there aim

Answer 14

Introduced:
League tables
National curriculum
National testing: GCSEs and SATS
Ofsted
Formula funding
Open enrolment

Question 15

How does National curriculum and National testing increase competition under 1988 Education Reform Act

Answer 15

Needed to allow for league tables - universal measure used to inform league tables and make schools compete for better results

Question 16

How does National curriculum and National testing increase choice under 1988 Education Reform Act

Answer 16

Informs league tables which parents can easily compare and make choices on

Question 17

What are the negative impacts of National curriculum and testing - Education Reform Act

Answer 17

Increased testing : students experience more pressure and stress
Schools now ‘teach to test’ at the expensive of student development and experience

Question 18

How does Ofsted and League tables increase competition - Education Reform Act

Answer 18

Everything is visible online so can hold them accountable:
Schools’ results, safeguarding and quality of education
Having to compete for better results/ Ofsted to attract applicants

Question 19

How does Ofsted and League tables increase choice - Education Reform Act

Answer 19

Parents can use the reports to compare schools and make informed decisions on where to send their child

Question 20

What are the negative impacts of Ofsted and League tables - Education Reform Act

Answer 20

Increased labelling and streaming - creating A-C economy (negatively impacting the achievement and self-esteem of certain groups who are labelled as ‘hopeless cause’
Is Ofsted valid? - Hawthorne effect and changing behaviour
Ruth Perry’s suicide - killed her self on waiting for Ofsted review

Question 21

How does Open enrolment increase competition - Education Reform Act

Answer 21

Parents can apply outside of catchment area - no longer guaranteed students
Must compete with other schools for applications - successful schools can enrol more students

Question 22

How does Open enrolment increase choice - Education Reform Act

Answer 22

Parents have the choice to apply for multiple schools outside of catchment area - one as first choice

Question 23

What are the negative impacts of Open enrolment - Education Reform Act

Answer 23

It has reduced the power of local authorities with lack of control over university

Question 24

How has Formula funding increased competition - Education Reform Act 1988

Answer 24

Schools not guaranteed funding - now get it per pupil
Acts as incentive to compete and improve to attract students to receive funding

Question 25

How has Formula funding increased choice - Education Reform Act

Answer 25

Encourages schools to be more diverse as to attract and keep students
Schools must offer different opportunities (trips, resources) and be responsive to parents needs - widen choice

Question 26

What are the negative impacts of Formula funding - Education Reform Act

Answer 26

Heavy focus on marketisation instead of education
It can prevent competition for schools at bottom of league tables - downward spiral with constant underachievement and lack of funding - cannot compete with higher up schools who can afford better facilities and teachers

Question 27

What are sink schools

Answer 27

Negative impacts on achievement of students rejected from oversubscribed schools - fall down the league tables in what school they go to

Question 28

What are the pros of marketisation

Answer 28

NR: increased choice and competition of schools
David: Parentocracy can hold schools accountable
Did raise standards - gradual increase since 1988

Question 29

The negative impacts of marketisation policies

Answer 29

Unequal access
unequal choice

Question 30

How are marketisation policies unequal in acces

Answer 30

Oversubscribed schools can be selective in who they accept
‘cream skimming’ - selecting the ‘best’ pupils who will maintain thier league table position
‘silt shifting’ - avoid students percieved as ‘less able’ more desirable student (white MC)
Selection by mortage: wealthier parents can afford houses in catchment area of better schools

Question 31

How are marketisation polices unequal in choice

Answer 31

Gewirtz - parents economic and cultural capital leads to class differences of how they exercise choice
Priviledge skilled choosers: Professional MC parents who use their capital to gain educational capital for their children (understanding admissions process)
Semi-skilled chooser: WC parents who are ambitious for their children but lack cultural capital so find it different to understand educational market
Disconnected-local choosers: WC whose choices were restricted by their lack of economic and cultural capital

Question 32

What was the aim for New Labour 1997-2010

Answer 32

Continue marketisation policies but as social democratic policies: to ensure everyone could access the benefits of marketisation and reduce some of the inequality it created

Question 33

What marketisation policies did New Labour continue with

Answer 33

Tuition fees for university.
Specialist schools – Schools could specialise in a particular subject such as Sports. They could then select 10% of their pupils who had a particular talent in that subject.
New Deal for young people – Young people must attend meetings to gain qualifications or jobs to continue receiving benefits.
Private finance initiative - Private companies were given contracts to provide building work for schools.
Brought in academies for failing schools only

Question 34

What is the difference between academies and normal modern schools

Answer 34

Academies are funded by the state not local authorities and therefore they get the additional money that LA would normally hold back and can use this to improve the quality of education – eg hire more experienced teachers. However, if they run out of money, they no longer have local authority protection and therefore may seek funding from private businesses.

Question 35

What policies did New Labour introduce to reduce the inequality that marketisation caused

Answer 35

Education Action Zones & Sure Start– Providing additional resources and education to deprived areas.
Education Maintenance allowance – Money given to WC students to encourage them to stay in education after 16 to gain better qualifications.
Tuition loans- For university.
Aim higher programme – Raising aspirations for groups who are under-represented in higher education (eg certain ethnic minority groups).

Question 36

What is a positive evaluation of New Labour policies

Answer 36

Did increase standards for underachieving schools and more equal than ERA due to social democratic policies.

Question 37

What are the criticisms for New Labour policies

Answer 37

Privatisation of education - companies aim to make profit which can comprise quality of services
tomlinson: MC benefitted form most policies
Gender gap remained large and social class difference were not significantly reduced - tuition fees still put people off
Ben: New Labour Paradox - New Labours policies contradict each other - EMA but also having tuition fees

Question 38

Which two parties were involved in the Coalition 2010-15

Answer 38

Conservatives
Social democratic

Question 39

What were the conservative policies that took place during the Coalition 2010-15

Answer 39

Minimal state intervention
Budget cuts - scrapped EMA and reduce sure start
‘Toughen up’ exams - removing re-takes
E-bac - encourage academic subjects
Tripled tutition fees
Academies and Free schools encouraged for all

Question 40

What were the social democratic polices that were introduced during the Coalition 2010-15

Answer 40

FSM - for children in reception to year 2
Pupil premium - extra resources for each pupil who was eligible for free school meals (Headteacher had control over how to spend it)
Continued to widen access to higher education - schemes to encourage those under-represented groups to go to university
Academies for all not just failing schools: Multi academy trusts set up (outstanding schools to mentor low achieving schools to raise standards). Academies have more control over times of the school day, the curriculum (as long as it is “broad and balanced”) and can employ unqualified teachers.

Question 41

What are the positive impacts of the Coalition 2010-15

Answer 41

More responsive and can tailor educational offerings to meet needs – Flexibility of academies can result in them being more responsive to parent and student’s needs (eg making the curriculum less ethnocentric).
Students can choose the type of education and specialise in the area they are talented in – Variety of different types of schools. EG Free school known as the ‘BRIT’ school allows students to develop in performing arts.
More competition which increases standards and choice - Holds schools accountable as if parents are not happy, they can set up their own schools.

Question 42

What are the criticism for the Coalition 2010-15 policies

Answer 42

Allowing all schools to academies removed focus on failing schools
Created a gap between academies and local authority schools – Academies have more money to attract better teachers. Parents who withdraw children from LA schools
Sweeden’s ranking has decreased since free schools
Encourages privatization
Ball - Promoting academies and free schools has reduced the quality of education and increased inequality:
Fragmentation: The comprehensive system is replaced by a patchwork of lots of different types of schools which has created inequality in opportunity.
Centralisation: Central government has increased power to allow or require schools to become academies or to allow free schools to be set up. This has reduced the power of local authorities.

Question 43

List a few smaller recent policies that were introduced regarding education

Answer 43

Reforming Ofsted: Due to recent controversy – there are discussions about how valid Ofsted reports are, and whether they put unnecessary stress on students and teachers.

Emphasis on a skilled workforce to meet needs of economy: Introduced vocational courses: T levels, degree apprenticeships. Wanting to increase the length of time students have to study math’s.