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EDUCATION POLICY- 1945-79 - Coggle Diagram
EDUCATION POLICY- 1945-79
comprehensive system
By the 1960s, it was clear to many that the tripartite system was wasting talent
The education and skills needed for economic growth were not being provided
The comprehensive system offered a possible solution - It would provide a single form of state secondary education for all
There would be one type of school (the comprehensive school) for students of all backgrounds and all abilities who would be offer the same opportunities
Supporters of the comprehensive education believed that it would reduce social class differences in attainment
Despite an improvement in the qualifications of all school leavers , class differences remained
Equality of opportunity
Social democrats such as A.H. Halsey argue that the inequalities produced by a free market economy prevent equality of opportunity
Those who succeed in the education system tend to be the sons and daughters of the middle and upper classes
Those who fail are disproportionately from working class backgrounds
Social democrats believe in a meritocracy (a society in which a person's status is achieved on the basis of merit)
-equality of opportunity is essential
Selection at 11 favoured middle and upper class children and did not provide equality of educational opportunity
This “wastage of talent” failed to produce the highly educated workforce required by a modern industrial economy
saw the comprehensive system as the answer - one type of schooling for all
Economic growth
According to social democrats, education has a major role to play in economic growth
Equality of educational opportunity would make society more meritocratic
they would make greater contributions to economic growth which would bring prosperity to all
Evaluation
The school curriculum often fails to meet the requirements of employers. It is not designed to provide skills needed for economic growth.
More education does not necessarily lead to more growth in the economy.
Although education has a part to play, it is a reduction in inequality in society that leads to economic growth
Tripartite system
The 1944 education act was strongly influenced by social democratic principles
The school leaving age was raised to 15 and the tripartite (three part) system of secondary education was introduced
This system consisted of three types of school
grammar schools for academic students
secondary technical schools for those with an aptitude for technical subjects such as engineering
secondary modern schools focusing on subjects such as woodwork, cookery and practical tasks
The tripartite system was introduced to provide separate but equal schools for students seen to have different abilities
Criticisms
Grammar schools were seen as the most prestigious types of secondary school.- not equal status
social class divide remained
Social democratic perspectives
The state should represent the interests of the population as a whole
Democracy is seen as the best way to ensure equal rights
Social democratic views are similar to functionalism
Both see education as a means towards equality of opportunity and both see education as essential for economic growth
Many social democrats argue that inequalities in society can (1) prevent equality of educational opportunity and (2) reduce the effectiveness of education in promoting economic growth