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

Topic 2 : Education And Social Policy 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
Evaluation of specialist schools (AO3)
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
Evaluation of New Labour’s policies (AO3)
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
Coalition policies 2010-2015
Free schools Tuition fees PP Academies Progress 8 Ebacc Selective schooling / grammar schools
28
Progress 8
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
Progress 8 - a good thing?
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
Ebacc
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
Ebacc - a good thing?
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
Theresa may: meritocracy and education policies
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
Grammar schools - a good thing?
Yes: Social mobility Targeting WC kids/ areas Basis of meritocracy No: Strengthens class inequality not bridge it MC would benefit - cultural capital
34
How did the 1965 comprehensivisation act increase equality + AO3
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
Conservative marketisation policies 1979-97
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
Conservative raising standards policiess 1979-97
Oftsed National curriculum National testing
37
Labour marketisation policies 1997-2010
Business sponsored academies Specialist schools
38
Coalition marketisation policies 2010-2015
New style academies Free schools
39
Coalition raising standards policies 2010-2015
Pupil premium Ebacc Reform of the national curriculum Reform of the exam system
40
Evaluation of marketisation policies (AO3)
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
Features of globalisation
Technological development Economic changes Cultural changes - hybridity Migration - ethnic diversity
42
Impact of globalisation on education
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
Mx view on globalisation in education
Only provides more educational opportunities to the wealthy Criticise NR: Reduced state spending on education just increases class inequality
44
NR view on globalisation in education
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
Ways in which globalisation has impacted education policy
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
Evaluation of PISA
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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