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EDUCATION - EDUCATIONAL POLICIES - Coggle Diagram
EDUCATION - EDUCATIONAL POLICIES
Educational Policies were introduced to resolve issues
Equal opportunties
- how far do government policies help to achieve equal opportunities for all pupils?
Selection + Choice
- What types of schools should we have? Should schools be able to select their pupils?
Control of Education
- who should control schools and what they teach?
Marketisation + Privatisation
- should state schools operate like businesses within an 'education market?'
Educational Policies in Britain - Before 1988
Before the Industrial Revolution, late 18th century + early 19th century - there were no state schools
Education was only available to the minority of the population
Education was provided by Churches + Charities + Schools were funded the rich by paying fees
before 1833, the state spent no public money on education
Industrialisation increased the need for an educated workforce
Late 19th century, state began to become more involved in education
State made schooling compulsory from the ages of 5 - 13 in 1880
The type of education children received depended on their class background
Schooling did little to change pupils' ascribed status
m/c pupils were given an academic curriculum in order to prepare them for careers in the professions or office work
w/c pupils were given schooling to equip them with the basic numeracy + literacy skills needed for routine factory work + to use them alongside an obedient attitude to their superiors
The Triaparite System:
this system produced class inequality because challenging the 2 social classes into 2 different types of schools that offered unequal opportunity + justified inequality through the ideology that ability is inborn - e.g. ability is measured in early life but environment greatly affects chances of success
Grammar Schools
Offered an academic curriculum
Offered access to non-manual jobs + higher education
For pupils with academic ability who passed the 11+
Pupils = mainly m/c
Secondary Modern Schools
Offered a non-academic 'practical' curriculum
Offered access to manual work for pupils
For pupils who failed the 11+
Pupils = mainly w/c
Education Act - 1944
In 1944, education began to be influenced by the idea of meritocracy
Meritocracy = individuals should achieve their status in life through their own efforts and abilities instead of it being through their class assigned at birth
Eduaction Act in 1944, bought about the Tripartite System
Called Tripartite system - this is because children were to be selected and then allocated to three different types of secondary schools
It was supposedly due to their ability + aptitudes
Identified by the 11+ exams
Comprehensive School System
Comprehensive school system introduced in many areas from 1965 +
Aimed to overcome the class divide of the tripartite system + make education more meritocratic ,
11+ was to be abolished + grammars + secondary moderns
Replace these with comprehensive school
Left to local education authority whether to 'go comprehensive' and not all did
Grammar-secondary modern divide still exists
Functionalists on the role of comprehensives
Functionalists argue that comprhensives promote social integration by bringing children of all social classes together in 1 school
More meritocratic system because it gives pupils a longer period in which they can develop and show abilities
Tripartite system only selected the most able pupils at the age of 11
Marxists on the role of comprehensives
Marxists argue that comprehensives are not meritocratic
They reproduce class inequality from 1 generation to the next through continuation of streaming/labelling
Deny w/c children an equal opportunity
By not selecting children at 11, comprehensives may appear to offer equal chances but they justify class inequality by making unequal achievement seem fair because failure is due to the individual, not the system