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Sociology - Families & Households > Topic 2 : Education And Social Policy > Flashcards

Topic 2 : Education And Social Policy Flashcards

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Sociology 101 flashcards
1
Q

1944 butler act

A

Introduction of compulsory education up to 14

Opened up to everyone, not just people who could pay

Was part of the welfare state

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2
Q

Arguments for and against grammar schools

A

For:
Grammar schools enabled some WC families to move up the social ladder and gave them more opportunity

Against:
- those who went to SM were seen as failures - less chance of going to university. Limited in opportunity - wastage of talent and no parity of esteem
- society remained divided by class - grammar schools mostly taken up by MC as they could afford the cultural and material capital to get in. WC labelled as failures - SFP developed

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3
Q

Criticism of selection policies (catchment area, sibling etc)

A

Selection by catchment area results in selection by mortgage - house prices near best schools increase, so only wealthier parents can afford to move into the catchment areas of the best schools

Tough and Brooks - ‘covert selection’ = schools try to discourage parents from lower socioeconomic backgrounds from applying - through making school literature harder to understand, having lengthy application forms and requiring parents to buy expensive uniforms

This leads to MC parents applying for the best schools

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4
Q

Endogenous privatisation

A

Within education system:

Controlled internally
competition for students amongst schools

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5
Q

Exogenous privatisation

A

Outside the education system

School services: catering / cleaning / IT
Exam boards
Branding of schools

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6
Q

New right - key idea for schools and h what did it lead to

A

Schools should run more like businesses
Competition - schools competing with each other would drive up standards
Choice - parents had choice which means schools had to treat them like consumers

NR wanted standards to rise so children would grow to be good workers in a growing global economy

This led to the 1988 Education Reform Act

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7
Q

6 elements of the ERA88

A

NOLFIV

  1. National curriculum
  2. Oftsed
  3. League tables
  4. Formula funding
  5. Independence Local Management of Schools (LMS)
  6. Vocationalism
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8
Q

National curriculum

A

Took power away from schools and teachers as they previously had authority over what was taught

Government told state schools what should be taught

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9
Q

Formula funding

A

For each child the school receives funding - this meant schools wanted to grow (like a business would). Links to competition

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10
Q

LMS - local management of schools

A

Schools have a greater control of their budgets

This took power away from local governments

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11
Q

Gerwitz et al (AO3 for marketisation)

A

Choice in selecting a school was limited by parents’ abilities to choose. Not all parents are equal

Skilled choosers (mostly MC)
Semi skilled choosers
Disconnected choosers

Leads to a growing division of MC and WC schools

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12
Q

AO3 of the NR

A

Competition between schools benefitted the MC - lower classes and ethnic minorities end up having less choice

Vocational education was often poor

National curriculum is ethnocentric and too restrictive on teachers and schools

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13
Q

Cream skimming

A

Schools selecting students when oversubscribed - they would select the best students

This would leave lesser able and students with behavioural issues to other schools

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14
Q

What is marketisation

A

Application of market forces to the education system

Promoting more choice in type of education students receive

Promoting competition between institutions for students - raising standards

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15
Q

Impacts of marketisation

A

Increased choice of schools

More private investment in education

Increased university attendance

Improvement in GCSE and A-Level pass rate

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16
Q

Criticisms of marketisation

A

Myth of parentocracy

Only MC benefit (capital)

Covert selection

Educational triage - focus is only on borderline students and lower ability students are neglected

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17
Q

How does marketisation of education only benefit MC

A

The choice in schools is only real for those with cultural and material capital

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18
Q

New Labour policies for education 1997

A

Tony Blair

EAZs
EMA
Aim Higher
City academies
Sure start
Tougher inspecting
More funding

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19
Q

EAZ

A

Education Action Zones 1998

Raise the motivation and attainment levels of underachieving students in deprived areas

Funded by government and additional funding from business

2003 - 73 EAZs in England

Oftsed report on EAZs found some improvement in standards at key stage 1, but no change at GCSE level

20
Q

Excellence in Cities (EiC)

A

Replaced EAZs

Targeted local education authorities in disadvantaged inner-city areas

Aimed to improve attainment of students from deprived backgrounds

Ended in 2006

21
Q

Sure Start

A

Targeted under 5s and their families living in the most deprived areas of England

Aimed to improve health, education and employment prospects

2010 - 361 sure start centres

22
Q

Academies

A

Originally designed to replace failing comprehensive schools in low income areas

Aimed to drive up educational standards

Sponsored by individuals, businesses, charities etc.

2010 - 203 academies

Academies are independent from local authority
Choose their own headteacher and develop their own curriculum (national curriculum is required for core subjects only)

This freedom will lead to new strategies to combat underachievement

23
Q

EMA

A

Education Maintenance Allowance - 2004

Attempt to reduce class gap in further education

Weekly cash allowance for 16-19 year olds from low income families who remained in education

24
Q

Specialist schools

A

Labour

Schools should specialise in particular subjects - rejected one size fits all comprehensive schools

This would provide choice within the educational marketplace, increase competition and raise standards

2007 - 2500 specialist schools

25
Q

Evaluation of specialist schools (AO3)

A

Specialist schools tend to have a higher MC intake than non specialist schools - this may account for their better results

Selection - some schools select those they see as the most able in order to boost their results

26
Q

Evaluation of New Labour’s policies (AO3)

A

Strengths:
Successfully raised standards in education - the number of people passing 5 GCSEs and progressing to FE increased

Weaknesses:
Didn’t succeed in reducing inequality of educational opportunity - the attainment gap between MC and WC remained high

Trowler - labour were unrealistic in their expectations of what education could achieve in terms of tackling social class inequality. He argues that education alone cannot tackle deep-rooted social inequalities

27
Q

Coalition policies 2010-2015

A

Free schools
Tuition fees
PP
Academies
Progress 8
Ebacc
Selective schooling / grammar schools

28
Q

Progress 8

A

Theresa may

Introduced in 2016

Way of measuring school performance - focuses on progress from KS2 - KS4

Progress 8 predicts the scores based on KS2 results

29
Q

Progress 8 - a good thing?

A

Yes:
Moved away from educational triage - all students progress was key. No more focus on C-D borderlines
Therefore has a knock effect to improve curriculum for all - needs to cater for all students

No:
Doesn’t take into account poorer families - unfair to judge these schools against schools without these issues

Poorer stidents more than double likely to miss out on top GCSE grades

30
Q

Ebacc

A

2010 - English baccalaureate
Core curriculum : English, maths, science, history or geography and MFL

2015 - conservative government made it compulsory

Why?
Gov saw this as making curriculum more rigorous
Give all students a better platform for progress
Also some concern over decline of GCSEs in corer subjects

31
Q

Ebacc - a good thing?

A

Yes:
Thompson - research said results in English and maths went up
Most improvements came from poorer students from low income HH

No:
Less room for other subjects
Vocationalism devalued
Creative subjects devalued
Teacher shortages in specialist subjects
Not suitable for every student

32
Q

Theresa may: meritocracy and education policies

A

May advocated for meritocracy - she recognised that there was too much bias towards MC families

Selective schooling she argued enabled social mobility
WC moving up through education into professional MC jobs

  • key policy bringing grammar schools back - they should have more WC students and be based in WC areas
  • test natural ability not taught ability
33
Q

Grammar schools - a good thing?

A

Yes:
Social mobility
Targeting WC kids/ areas
Basis of meritocracy

No:
Strengthens class inequality not bridge it
MC would benefit - cultural capital

34
Q

How did the 1965 comprehensivisation act increase equality + AO3

A

Got rid of the 11+ exam and made it so all students would get ‘parity of esteem’ within education

Evaluation:
Comprehensives are large schools that lack individual attention

35
Q

Conservative marketisation policies 1979-97

A

League tables
Local management schools
Formula funding
Open enrolment (parents can apply to any state school in any area and the school must take the child in if they are undersubscribed)

36
Q

Conservative raising standards policiess 1979-97

A

Oftsed
National curriculum
National testing

37
Q

Labour marketisation policies 1997-2010

A

Business sponsored academies
Specialist schools

38
Q

Coalition marketisation policies 2010-2015

A

New style academies
Free schools

39
Q

Coalition raising standards policies 2010-2015

A

Pupil premium
Ebacc
Reform of the national curriculum
Reform of the exam system

40
Q

Evaluation of marketisation policies (AO3)

A

Myth of meritocracy - parents do not have equal freedom to choose the schools which their child attends due to covert selection process. MC parents have much more freedom in choice due to their cultural capital, higher education and income

Educational triage - teachers tend to allocate more resources to the students who are on the C/D border line in order to achieve the 5 A* - C needed for the league tables, thus ignoring those who are unlikely to achieve this

41
Q

Features of globalisation

A

Technological development
Economic changes
Cultural changes - hybridity
Migration - ethnic diversity

42
Q

Impact of globalisation on education

A

Increased competition for jobs meaning that schools have to change the curriculum to meet new needs e.g. computer Science

Emergence of global education companies - exam boards / global ICT companies like apple and google creating online resources and curriculums

Increased multiculturalism in schools and decline of the ethnocentric curriculum and more multicultural education

Global rankings used to compare and contrast systems and raise standards

Increased risk and safeguarding issues for schools - e.g. cyber bullying and PREVENT (radicalisation)

43
Q

Mx view on globalisation in education

A

Only provides more educational opportunities to the wealthy

Criticise NR:
Reduced state spending on education just increases class inequality

44
Q

NR view on globalisation in education

A

Allows for private schools and universities to expand around the world

Means the government can play a reduced role in the education system and reduce funding

45
Q

Ways in which globalisation has impacted education policy

A
  1. Main way is marketisation and privatisation - education is a business and money can be made from it by private companies
    How?
    - British schools abroad
    - foreign students
  2. International comparisons - PISA
    Ranked in league table format
46
Q

Evaluation of PISA

A

Strengths:
Gives us evidence for what works and what does not - informs future policy decisions

Weaknesses:
Are tests valid and reliable?
External factors affect performance just as much as internal factors

Sociology - Families & Households (13 decks)

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