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LABOUR 1997-2010 - Coggle Diagram
LABOUR 1997-2010
ways in which Neoliberalism influenced Labour policies
Admission policy
Evidence indicates a troubling slide away from parents choosing schools for their children and towards schools choosing the students they wish to admit
This is due to a shortage of places in schools
In 2006, interviews were banned to make the process fairer
Assessment & targets
Labour largely welcomed the testing and assessment regime developed by the conservatives
These assessments were published and schools ranked in league tables
performance targets were set
Measurements of performance are essential if parents are to make an informed choice of school
Performance targets will improve standards by providing clear targets to aim for and by rewarding success
Social class
Tend to have a higher middle class intake than non-specialist schools
This may account for their better results
Standards
The government claimed that the specialist school policy would raise standards
Improvement might be due to additional government funding during a specialist schools first 4 years
League tables
Since 1992, secondary schools have been required to publish their GCSE and A-level results which were put into a league table
Argued that they fail to provide an accurate measure of school performance
Results may say more about social background rather than performance of school
In 2006, social factors were included for the first time
schools recruit able middle class students and avoid those with special needs and exclude children
Specialist schools
Labour continued the conservative policy of specialist schools
They rejected the idea of “one size fits all”
Rather than a single type of school, schools should specialise in particular subject areas
This would provide diversity and choice within the educational marketplace
over 2500 specialists schools in 2007
Vocational Ed & Training
Labour's education policy was driven by neoliberal ideas which see the main role of education as providing the skills and knowledge required by the workforce
In 1995, GNVQs were introduced as alternatives to GCSEs- health and social care, business and tourism
Rebranded in 2001 to vocational GCSEs to raise the status and be seen as an alternative to GCSEs
ways in which Labour policy was influenced by Social Democratic perspectives
Sure Start
Targeted the under 5s and their families living in the most deprived areas of England
Aimed to improve health, education and employment prospects
Sure start is based on the idea that early intervention will have long term positive results
By 2010 there were 3631 sure start children's centres
Children had better physical health
Academies
Originally designed to replace failing comprehensive schools in low income areas
They aimed to drive up education standards
Sponsored by individuals, businesses, charities and city education authorities
Considerable freedom independent from local authorities- develop their own curriculum
Excellence in Cities
Replaced EAZs
Targeted local education authorities in disadvantaged areas
Special programmes for gifted children, IT facilities and learning mentors
Produced mixed results
Ended in 2006
FE reform
The proportion of 16 to 18 year olds in England in education and training grew steadily under labour from 56.4% in 1997 to 68.6% in 2010
The EMA (education maintenance allowance) was introduced in 2004 in an attempt to reduce the class gap in FE
EMA was a weekly cash allowance payable to 16-19 year olds from low income families who remained in education
EAZ’s (Education Action Zones)
Set up in 1998 to raise the motivation and attainment levels of underachieving students in deprived, low income, inner city areas
By 2003, there were 73 EAZs in england
funded by central government with additional funding from business
Oftead praised some initiatives such as homework and breakfast clubs
some improvement in standards
HE reform
rapid increase in student numbers in higher education in the UK
labour government aimed to have 50% of 17 to 30 year olds in higher education by 2010
Labour introduced tuition fees for higher education starting from september 1998
They did so in order to pay for expanding student numbers and to improve facilities
There is evidence to suggest that this reduced participation from low income students
Social Democratic perspective
The state should represent the interests of the population as a whole
democratic system in which adult members of society elect those who govern them
Democracy is seen as the best way to ensure equal rights
similar to functionalism
see education as a means towards equality of opportunity and both see education as essential for economic growth
They believe that equality of opportunity will lead to economic growth
Tomlinson & Trowler
Tomlinson
He believes that labour narrowed education to an economic function
The party became preoccupied with raising standards in order for UK to compete with global market
Preoccupation of “standards” favours middle class students
Mainly middle class students chosen as most able to stay in league table
Priorities of schools changing may be threat to the wellbeing of society
Trowler 2003
Saw initiatives such as Excellence in Cities as a positive move
he warned about seeing such initiatives as the answer to reducing inequality
Trowler argues that changes in the education system cannot compensate for social inequalities
Unrealistic expectations of what the education system can do