The main phases of educational policy in britain

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  • Created by: Blessing
  • Created on: 21-04-13 19:49
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  • The main phases of educational policy in britain
    • The tripartite system
      • 1944 education act brought in the tripartite system so called because children were to be selected and allocated to one of three diffeernt types of secondary schools. these were to be identified by 11+
      • Grammar schools- offered an academic curriculum. they were for pupils whith academic ability who passed the 11+ these pupils were maily middle class.
      • Seconddary  modern schools- offered a non-acadeic 'practical' curriculum and access to manual work for rhose who failed the 11+ these pupils were mailny w/c
      • The third type, technical schools, existed onlky in a few areas ao in practice it was more of a bipartite sytem than a tripartite systenm
      • Rather than promoting meritocracy the t.s and the 11+ reproduced class inequality by channelingthetwo social classes into two different types of schools that offerent unequal opportunities. the system also reproduced gender inequality by discriminatingagainst girls often requiring them to gain higher marks tan boys in the 11+ to obtaina grammar school place..
      • The tripartite system ligitimises inequality through the ideology that ability is inborn rather than the product of the childs upbringing and environment. it was argued that ability could be identified early on in life throught the 11+
    • The comprehensive system
      • was introduced in many area from 1965 onwards
      • Aimed to overcome the class dived of the tripartite system and make eductation more merocratic
      • The 11+ was abolished along with grammars and secondary moderns, to be replaced by comprehensive schools that all pupils in the area would attend
        • However although there is evidence that comrehensives helped reduce the class gap in achievement, the system continued to reproduce calss inequality for 2 reasons
          • The comprehensive system
            • was introduced in many area from 1965 onwards
            • Aimed to overcome the class dived of the tripartite system and make eductation more merocratic
            • The 11+ was abolished along with grammars and secondary moderns, to be replaced by comprehensive schools that all pupils in the area would attend
              • However although there is evidence that comrehensives helped reduce the class gap in achievement, the system continued to reproduce calss inequality for 2 reasons
                • Streaming.
                  • many comprehensives were streamed into ability groups with m/c pupils being placed in the hghest streams and working class in lower. Douglas shows streaming may lead to a self fulfilling prophecy in which the achievemens of pupils in lower streams deteriorate and those in higher streams improve
                • Labelling.
                  • Ball shows that evn where streaming is not present teachers may continue to label w/c pupils negatively and restrict their opportunities.
            • comprehensives also legitimised inequality through the myth of meritocracy. because all pupils now went to the same kind of school it made it apear that they all had an equal opportunity regardless of class background when in relity this is not the case.
            • Because it  was left to the local education authorities to decide whether to go comprhensiveafter 1965, not all did so , particulary where they were conservative controlled. as a result , the grammar secondary modern divide still exists in many areas and there are still 164 grammare schools remaing in England
          • Streaming.
            • many comprehensives were streamed into ability groups with m/c pupils being placed in the hghest streams and working class in lower. Douglas shows streaming may lead to a self fulfilling prophecy in which the achievemens of pupils in lower streams deteriorate and those in higher streams improve
          • Labelling.
            • Ball shows that evn where streaming is not present teachers may continue to label w/c pupils negatively and restrict their opportunities.
      • comprehensives also legitimised inequality through the myth of meritocracy. because all pupils now went to the same kind of school it made it apear that they all had an equal opportunity regardless of class background when in relity this is not the case.
      • Because it  was left to the local education authorities to decide whether to go comprhensiveafter 1965, not all did so , particulary where they were conservative controlled. as a result , the grammar secondary modern divide still exists in many areas and there are still 164 grammare schools remaing in England

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