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SOCIOLOGY EDUCATION > Significance of educational policies > Flashcards

Significance of educational policies Flashcards

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Sociology 101 flashcards
1
Q

What is educational policy

A

Plans and strategies for education introduced by gov

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2
Q

Left wing view on education

A

-Should reduce Social inequalities + focus on underachieving groups
-All should have equal op to do well
-Should tackle inequalities

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3
Q

Right wing view on education

A

-Should provide choices
-Should look to private sector as good example
-Students own responsibility if don’t do well
-Marketisation = important part of education

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4
Q

5 main issues

A

-Selection policies
-Marketisation and privatisation
-Policies achieving greater equality of opportunity
-impact of policies on achievement of social groups
-Impact of globalisation on educational policy

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5
Q

What is selective education

A

-Entry criteria students need to meet in order to go to particular school (IQ tests)
-Prefer to select brightest + well behaved
-Prefer students w/ m.c parents who encourage Childs education

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6
Q

3 types of selection policies

A

1-Selection by ability
2-Selection by aptitude
3-Selection by faith

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7
Q

Selection by ability

A

-Selecting based on academic ability
-1944 Butler Act : introduced triparte system (3 types of secondary school)
-Everyone sat iq test called 11+
-If passed : Grammar
-If failed :Technical or secondary modern.

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8
Q

Selection by ability

A

-Selecting based on academic ability
-1944 Butler Act : introduced triparte system (3 types of secondary school)
-Everyone sat iq test called 11+
-If passed : Grammar
-If failed :Technical or secondary modern.

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9
Q

Criticisms of Triparte system

A

-M.c bias –> q’s based upon mc knowledge (classical music , Shakespeare , poetry)
-Reproduced social class inequalities (grammar filled w/ mc students while others had mostly w.c)
-Gender inequality –> few grammar school places for girls so had to achieve higher place than boots

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10
Q

Is selection by ability still a thing ?

A

-Now banned in all state funded schools .
-Most private schools have selection by ability (entrance exams)

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11
Q

Is selection by ability still a thing ?

A

-Now banned in all state funded schools .
-Most private schools have selection by ability (entrance exams)

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12
Q

Selection by aptitude

A

-Students selected based on aptitude or potential to be good at certain subjects
-Specialist schools allowed to select up to 10% of students on basis of aptitude in specialist subjects .

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13
Q

Selection by faith

A

-Faith schools may select proportion of students on basis of religious beliefs and commitment of their parents
-Example : St Marys college in Hull

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14
Q

Evaluation of selection policies

A

-Seleciton by ability banned in all state schools but cream skimming still exists
0Students selected that are seen as most able and hardworking (often m.c students female or from Chinese backgrounds)

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15
Q

Marketisation and Privatiation

A

-Root in neo-liberalism
>Economic approach suggesting resources more efficiently managed by private businesses
>Public services (education and healthcare) –> private sectore
-Claim best way to deliver and improve quality of public services is through making them operate like private businesses.
-Neo liberalism = feature of N.R approach to education underpinning conservative education policies

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16
Q

What is marketisation

A

-Market forces of supply and demand based on consumer choice should be introduced to education system
-To improv education schools should be run like businesses
-Parents should be consumers shopping around for right state school
-This will inc comp so inc standards as schools will want to attract new parents n students

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17
Q

1988 Education Reform Act
+ 3 policies it introduced

A

-New right policy (conservative gov)
-Introduced education market
-Schools ran like businesses responding to needs and demands of consumer
-Competiotion would inc standard forcing schools to deliver best education

Introduced 3 policies
-Parental choice, league tables and formula funding

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18
Q

Parental choice (parentocracy

A

-Until education reform act parents tended to send school to local schools
-Act let parents decide which school they feel is best suited
-Shopping around looking at Open days , ofsted reports, prospectuses
-Parents became inc powerful in shaping the education system,

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19
Q

2 Criticisms of parental choice

A

A-C economy due to competitive climate. Gilbourn Youdel : teachers allocate more resources on C/D borderline while students in ‘hopeless case’ category given no extra support

Cream Skimming - good schools can be more selective often choosing mc students .

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20
Q

League tables

A

-Exam results published in league tables
-Encourage parentocracy as parents can make informed choice by comparing ‘success rates’ of diff schools
-Encourage comp between schools for best exam results and highest positions
-conserv gov believed l.tables would make it easy to identify best schools and shame worst into improving standards

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21
Q

Criticisms of league tables

A

-Comp climate –> a-c economy + educational triage
GGilborn + Youdell : c/d borderline helped but hopeless cases given no support
-Disavantages less able students and reproduces Social class inequalities

-Encouragees cream skimming - selectivity of choosing students etc

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22
Q

Formula funding

A

-Money schools receive for each student enrolled
-Rewards pop schools
-Schools that succeed in ed market make most money so can improve most
-Schools that dont attract enough at risk of closing down
-Raising standards by encouraging pop schools to maintaining high standards and giving less successful schools incentive to improve .

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23
Q

Criticisms of formula funding

A

-Comp between schools and therefore money –> may make hard for poorer schools to improve
> less successful schools lose money and lack resources to improve
results in… polarisation of schools 9high performing more popular, underperforming failing to attract new students with decreased funding –> increasing educational inequalities

-schools will spend a lot of money on marketing strategies rather than teaching and learning .
Soc dem persepective : Policy should aim to improv achievement of children from disadvantaged backgrounds and give schools extra money for children from disadvantages backgrounds such a pupil

24
Q

Coalition gov

A

-Conserv-Lib democrat coalition gov promoted school diversity
-Mamy diff state funded schools inc
>Grammar schools
>Community schools
>Faith schools
>Academies
>Free schools
-Gives consumers more choice in education market

25
Q

3 main contributions of coalition gov (2010-2015)

A

-Increased school diversity (Free schools)
-Converter academies
-Privatisation (IN education and OF education)

26
Q

Coalition gov : Inc school diversity - Free schools

A

-introduced free schools –> new type of state school thats free from control of local authority
-Govv believed free schools would improve educational standards by taking control away from state and giving power to parents
-Continue system of parentocracy –> set up in response to demands and wished of parents
-Locals who aren’t happy w/ what is taught in schools of area have more freedom over what is taught
THUS market forces of consumer demand underpin free schools

27
Q

Coalition gov: Academies (2010)

A

-Encouraged all state schools –> indep academies (free from local authority control)
-More freedom + control
-Received funding from gov but largely left alone in running and management of school
-Much like priv businesses (marketisation)
-KNOWN AS CONVERTER ACADEMIES (successful schools which choose to become academies for the freedom it bings
-Hbk school = example

28
Q

Criticisms of converter academies

A

-Not controlled by local authorise –> concern over lack of local insight and checks
EXAMPLE : Trojan horse Scandal in 2014 (fans of islamic extremist takeover of academy schools in Birmingham)

29
Q

Coalition gov : Privatisation

A

-State funded –> into hands of priv companies (Exams taken over by priv businesses)

-Neo liv views underpin priv (best way to deliver and improv quality of public services is by making them operate like businesses)

-n.r = privatisation –> more efficient + inc standards

30
Q

Marxist ops on privatisation

A

-Ed become source of profits for m.c
-Ball: ‘education services industry’ companies stand to make a lot of money from schools e.g cleaning companies , supply agencies + exam boards

31
Q

Privatisation in education

A

-Operate more like priv businesses (more noticeable in academies and free schools)

Priv-sector values into day-to-day running of their schools
–>Local management of schools
–>Performance related pay for teachers
–>Consumer choice of school
–>School performance tables
–>Inc in hiring unqualified teachers to work as ‘cover supervisors’

32
Q

Criticism of privatisation in education

A

-‘Exam factories driven by results ‘ –> too much focus on grades w// negative impact on educational impact and wellbeing of all students (in recent years mental health problems in students increasing)

-Cream skimming –> of more abled m.c students who will increase schools position in league tables

33
Q

Privatisation of education (businesses making profit from state funded education)

A

EXAMPLES
-Examinations : exams taken over by priv exam boards (ocr aqa edexcel) making huge profit

-School services - Priv businesses making a lot of profit like staff training and development (Hodder education) and teacher agencies and cleaning companies (GLS) and school transport (Eat Yorkshire buses provide transport fir students to and from Wyke college)

-Branding of schools - using private companies to construct website , logo , prospectuses
(Wake college uses priv company to create and print prospectus)

Cola-isation of schools:
>Priv sector getting into schools and colleges indirectly (vending machoines and brands supporting school sports teams) –> schools = means of gaining product endorsement and 2 advertise products e.g pizza company sponsors school football team and they get logo on football shirt

34
Q

Criticisms of privatisation of education

A

-Exam boards who prioritise profit –> may inc ed inequalities (poorer cant afford resit etc as sugar from mat dep placing at disadvantage from wealthier children who have economic capital)

-Poorer schools may struggle to afford fees from teaching supply agrnvird (forced to recruit unqualified teachers to cover absences due to cheapness) –> Standard of teaching lower for children in less pop schools

-Marxists : Privatisation + comp doesn’t drive up standards (myth used to legitimate the turning of education into source of profit for priv companies)

35
Q

7 Policies to achieve greater equality of opportunity

A

-Comprehensive schools
-Educational maintenance allowance
-Compensatory education
-Excellence in CITES
-Academies (sponsored)
-Pupil premium

36
Q

Comprehensive schools (1965)

A

-Aim: provide school for all students no matter background or ability
-All children ed together on roof
-Aim : improv social mobility enabling children form all backgrounds to improv social standing in society
-w.c : same opps to succeed
-Most schools today comp in character in that they don’t formally select by ability the students they admit

37
Q

Evaluation of comprehensive schools

A

-Still class divide (schools reflect catchmentt areas) –> comp schools im m.c areas send to be more pop + m.cc parents can move too ensure children gain place in successful school (selection by mortgage)

-Streaming and setting –> within schools reproduces equalities: w.c dont fit ideal pupil and teachers assume they’re less able so places in bottom sets

38
Q

Educational maintenance allowance (1999)

A

-Introduced by labour gov to encourage studenced from disadvantaged backrounds to study post 16
-Students from L/I fams given money if stayed in education post-16
-Overcomes barrier of material dep
-Helped cover travel costs, dinner stationery and books encouraging equality of opportunity

39
Q

Evaluation of EMA’S

A

Whitty: Labour policies = contradictory and cosmetic and didnt change education
BECAUSE….
-Encouraged kids from disadvantaged backgrounds to stay in ed (EMA’S)
-BUT –> inc Uni tuition fees so fewer young ppl from disadvantaged backgrounds could attend as couldn’t afford the fees due to mat dep

Callender and jackson - w.c fams = debt adverse (fear debt more) and so are put of going uni due to prospect of high levels of debt.

40
Q

Compensatory Education

A

-Supported bye labour govs in 1990s
-Extra services to help children from disadvantaged backgrounds achieve in school
-Free school meals : children from disadvantaged backgrounds eat nutritious school dinner helping conc in lessons
-Breakfast clubs prevent children from going hungry .

41
Q

Criticisms of compensatory education

A

-Negative stereotyping : Some working class pupils don’t take free school meal due to stigma worried they’ll be laughed at or bullied by other students

-New right : waste of money (doesn’t overcome cultural deprivation such as negative attitudes_

42
Q

Excellence in CITES (1999)

A

-Launched to raise aspirations of w.c students living in inner city areas
-Another form of compensatory education targeting deprived inner city areas
-Gifted students given learning mentors
-Schools started to work closely w/ local businesses and companies who would give talks , mentor students and run outreach programmes
-For example Lawyers in Schools’ - programme involves lawyers going into schools and running education sessions to raise aspirations

43
Q

Academies

A

-aIM : Tackle underperforming schools
-First academy : sponsored academy –> when failing schools are turned into academies to raise standards and improve achievement
-Sirius North and Sirius West academies in Hull examples of sponsored academies
-Aim to encourage greater equality of op improving education of w.c students many whom were previously stuck in failing sink schools

44
Q

Pupil premium

A

-Aim : helping disadvantaged children in school , replacing other forms of compensatory education
-Schools receive extra money for students from disadvantaged bacjrounds
-Should use xtra money to fund trips + ed expereicnes for children from disavnantaged backgrounds
-Try to overcome material dep but also give w.c children ops to develop cultural capp

45
Q

Criticisms of pupil premium

A

-Schools often spent money on other things like marketisation (prospectuses , open days etc)

46
Q

Policies to overcome gender inequalities

A

-GIST (Girl into science and tech) and WISE (Women into science and engineering) encourage girls to study traditionally male subjects

47
Q

-Criticism of GIST and WISE

A

-Feminists: Still gender differences in subject choice
–> Many girls face peer pressure to chose or avoid choosing certain subjects –> many girls in mixed schools still dont choose to study subjects like physics because they fear negative labelling and name calling

48
Q

Policies to overcome ethnic inequalities

A

-Multicultural education introduced to promote inclusion of all ethnicities in the school curriculum - school curriculum is top place value on all cultures.
–> Black history month + Culture weeks in schools (Students research and experience different cultures)

49
Q

Criticism

A

-More could be one
–> Curriculum : ethnocentric, focusing on white middle class culture .
FOR EXAMPLE : schools only teach European languages devaluing the languages of some ethnic minorities .

50
Q

Impact of policies on achievement of social groups

A

–> Gov policies aim to have a positive impact on achievement of all students altho in reality some policies end up having negative impact on student success

Impact of education policies both positive and negative and negative on student achievement in relation to social class, gender and ethnicity

51
Q

Policies that have positive impact : Narrow class divide (SOCIAL CLASS)

A

-Compensatory education
-Pupil premium
-EMA
-Excellence in cites
-Sponsored academies

52
Q

Policies that have negative impact : Widen gap between the classes (SOCIAL CLASS)

A

-Inc in uni tuition fees
-Marketisation policies
-Parentocracy

53
Q

Policies that have positive impact : Narrows gender gap (GENDER)

A

-Equal opportunities policies
-National curriculum
-Coursework
-Boys reading schemes

54
Q

Policies that have negative impact : Widens gap between gender (GENDER)

A

-Gendered subject choices despite GIST and WISE
-Triparte system disadvantaged girls
-Intro to coursework disadvantaged boys

55
Q

Policies that have positive impact : Narrows gap between ethnic groups

A

-Multicultural education

56
Q

Policies that have negative impact : Widens gap between ethnic groups

A

-The prevent strategy and ad policies promoting ‘British Values)
-Marketisation policies disadvantage ethnic minority students for whom English is a second language
-Assimilation policies in the 1960s and 70s

SOCIOLOGY EDUCATION (4 decks)

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