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EDUCATIONAL POLICIES - Coggle Diagram
EDUCATIONAL POLICIES
1944 CONSERVATIVE GOVERNMENT
THE BUTLER ACT
- every student 11+
- pass= GRAMMAR SCHOOL
- fail= SECONDARY MODERN
- pass= TECHNICAL SCHOOL (specific talent)
- AIMS
- make school more meritocratic, func influence (role allocation)
- girls pass threshold was increased to ensure there were not disproportionate numbers in grammar schools
- unfair and denied many pupils opportunity of continuing education past 15
- radical feminists say this is holding women back
- language used may have been culturally biased
- social inequalities remained, not meritocratic
- 2/3 boys from mc went to grammar schools, compared to 1/4 of boys from wc backgrounds
- less grammar schools in wales, travel costs
- MC more likely to pass e.g. private tutoring, better parental attitudes towards education
- no parity of esteem
- secondary modern schools were seen as second best by parents, pupils and employers
- grammar schools remained the higher status
- grammar schools better funded and resourced
1965 LABOUR GOVERNMENT
COMPREHENSIVE SYSTEM
- students went to school closest to their house
- all schools ran by local educational authority
- 11+ abolished
- tripartite abolished
- AIMS
- overcome class divide from tripartite
- education actually meritocratic
VOCATIONALISM 1978
- more practical courses e.g. plumbing
- AIM
- meet needs of economy e.g. pathway to job
- mc have the material and cultural capital to move into catchment areas of better performing schools
- DIANE REAY
- "england does not have an education system that is serious about realising the potential of all students"
- "there are predominantly mc comps and predominantly wc and ethnically mixed comps"
- pupils in the wc comps get less money per head despite PP
- TOUGH AND BROOKS
- evidence of covert selection
- research suggests that covert selection methods (discouraging parents by spenny uniform, mc literature)
- comp schools use setting and streaming
1988 NEW RIGHT
EDUCATION REFORM ACT- marketisation policies
- introduced NVQ's in 1986
- vocational qualifications similar to BTECs
- youth training schemes where you would train in a certain vocational job and were promised a job at the end of it
- marketisation policies
- target setting e.g. 35% student C and above at GCSE
- league tables
- OFSTED
- AIM
- increase state control over education
- increase competition between schools
- increase parentocracy
- improve the economy
- GERWITZ
- study of 14 london schools found class diffs in the way parents choose where to send their children
- two groups of parents:
- privileged skills choosers
- MC parents use CC to take advantages of opportunities
- economic capital used to move house and travel costs
- some buy second home in catchment area
- disconnected local choosers
- wc parents lack cultural and economic capital
- difficult to understand school's admission procedures
- can't afford to move or travel to catchment areas
- BALL AND WHITTY league tables
- tables can cause the spiral of decline where schools which do well in league tables are over-applied to, so schools can be selective
- often recruit mc high achieving pupils who will maintain high league position- cream-skimming
- reproduces inequality as MC more likely to be accepted into better schools and get a better education
- CREAM-SKIMMING occurs when best, mc students recruited
- BALL myth of parentocracy
- marketisation strats appear to give parents more choice however not all parents have this choice or the money to move into a catchment area for a good school
2010 COALITION GOVERNMENT
ACADEMIES AND FREE SCHOOLS
- abolished EMA
- introduced PP and FSM
- raised school leaving age to 18
- scrapped coursework for a levels
- uni fees raised to £9000
- ACADEMIES
- from 2010 all schools encouraged to become academies
- funding taken from local authorities and given to academies
- by 2012 over half sec schs converted to academies
- leans to privatisation, less state involvement
- FREE SCHOOLS
- insp by sweden
- set up and ran by parents, teachers, faith
- still funded by state
- increase equality as parents in control of edu e.g. non-ethnocentric curriculum
- REBECCA ALLEN
- research from sweden where 20% schools are free schools
- shows only benefit children from higher educated families
- labour initially introduced academies for schools in disadvantaged areas but conservative government said anyone can be an academy so undid this
- BALL
- free schools and academies have led to fragmentation
- lots of schools led by private companies leads to greater inequality of opportunities
2010 LABOUR GOVERNMENT
FOCUS ON REDUCING INEQUALITY
- education action zones
- underperforming areas in education provided with extra funding
- aim higher programme
- raise aspirations of under-represented groups, stop them leaving and getting dead-end jobs
- educational maintenance allowance
- EMAs payments for pupils from low income families to encourage staying in post 16 edu
- connexions
- every school had a connexions officer, career advisor
- 2002 blair said education needed to move into a post-comprehensive era and 'one-size-fits-all' unapplicable
- encouraged schools to apply for a specialist status
- enabled schools to build on their strengths and identity e.g. sports specialist school
- WHITTY
- new labour policies criticised for being merely cosmetic as new labour continued to emphasise privatisation
- despite introducing EMA and aim higher to encourage disadvantaged students to stay in education for longer, new labour increased tuition fees
- deters wc from going to uni CONNOR ET AL
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