Equality of opportunity in education policies - sociology
- Created by: abbeymcanulty
- Created on: 08-06-17 14:19
View mindmap
- Equality of education policies
- Aims of educational policies
- Economic efficiency: Developing the skills of young people so Britain maintains a successful position in the world economy
- Equality of educational opportunity in a meritocratic society: Everyone has the same chance of developing and earning the best qualifications by giving everyone the same access to education
- Gillborn and Youdell (2000) 4 dimensions of equal educational opportunity
- Equality of SITUATIONS: All children should be of similar socio-economic status when they start school. Without this, all children will not start school at the same starting point
- Equality of PARTICIPATION: Everyone has the same chances to participate on an equal standing in the school processes that make up everyday life at school.
- Equality of ACCESS: Every child should have the same rights and opportunities to obtain access to educational provision
- Equality of OUTCOME: Everyone has the same chances of sharing the eventual benefits of schooling
- Policies to improve equality of opportunity
- The tripartite system
- 1944 EDUCATION ACT: Provided free secondary education to all children
- It established 3 types of schools: Grammar, Technical, and Secondary Modern - This became known as the tripartite system
- Children at age 11 took an exam known as the 11+ and were allocated into one of the three schools based on their results
- Was seen as unfair and unreliable, as children predominantly from working class backgrounds who attended secondary modern/technical schools were not given the same opportunities after schools as middle/upper class children who had attended grammar schools
- As a result of the increasing attack, the 11+ was abolished in 1960's, and by the 70's most children were all attended comprehensive schools
- Was seen as unfair and unreliable, as children predominantly from working class backgrounds who attended secondary modern/technical schools were not given the same opportunities after schools as middle/upper class children who had attended grammar schools
- Comprehensive schools
- Nearly all young people in 2014 were attending some form of comprehensive school in the UK, whether that be an academy, faith school, free school etc. Only 164 state-funded grammar schools remain
- The schools admission code now bans selection by ability, except in grammar schools or in areas which the 11+ remains
- However, there is evidence of selection of ability in comprehensive schools through hidden or covert selection
- Changes to school admissions code
- The schools admission code forbids discrimination in admitting pupils to schools based on their parents socio-economic status.
- An amendment was passed in 2014 to allow schools to discriminate in favor of students eligible of the pupil premium in order to gain more funding for the school, it was aimed to encourage better schools to take on less economically advantaged students
- The tripartite system
- Policies to improve inequality of circumstances
- Changes made to the 2014 School admissions code saw that priority was given to students who were eligible for pupil premium.
- However Kerr and West (2010) concluded that the influence of these policies are limited by external factors such as neighborhood, family, and community limits a pupils performance in school.
- Changes made to the 2014 School admissions code saw that priority was given to students who were eligible for pupil premium.
- Aims of educational policies
Comments
No comments have yet been made