Selection Policies- The Tripartite System

Created by: SchaunaghGleeson
Created on: 18-04-16 14:18


	Selection Policies- The Tripartite System
	Advantages social mobility: gifted members of the working class could attend Grammar schools and then could have higher professional careers	Disadvantages class divides: upper/middle class children ended up in Grammars therefore taking two thirds of places, the working class then attended secondary moderns therefore lacking equality of opportunity as it reproduced the class system It legitimised inequality by supporting the argument that ability was inborn 11+: discredited as a means of assessing intelligence, girls had to get higher grades than boys to get into grammars, there were less places for them due to them being designed for boys Parity of esteem: the 20% of students who went to grammars were labelled with a higher status, other students may have experienced the self fulfilling prophecy and therefore they failed due to their negative label Only a few technical skills were ever built
	Evaluation The 2 motivations for making secondary education free and compulsory to the age of 15 (The Butler Education Act 1944) were to create a skilled labour force and to promote equality of opportunity. The 11+ test was based upon the idea that by the age of 11, children intelligence was fixed and inherited. Those who passed the 11+ went to grammar schools whereas other pupils went to secondary moderns and technicals as a form of setting and streaming the most able pupils into the higher professional careers

Selection Policies- The Tripartite System

Advantages

social mobility: gifted members of the working class could attend Grammar schools and then could have higher professional careers

Disadvantages

class divides: upper/middle class children ended up in Grammars therefore taking two thirds of places, the working class then attended secondary moderns therefore lacking equality of opportunity as it reproduced the class system
It legitimised inequality by supporting the argument that ability was inborn
11+: discredited as a means of assessing intelligence, girls had to get higher grades than boys to get into grammars, there were less places for them due to them being designed for boys
Parity of esteem: the 20% of students who went to grammars were labelled with a higher status, other students may have experienced the self fulfilling prophecy and therefore they failed due to their negative label
Only a few technical skills were ever built

Evaluation

The 2 motivations for making secondary education free and compulsory to the age of 15 (The Butler Education Act 1944) were to create a skilled labour force and to promote equality of opportunity. The 11+ test was based upon the idea that by the age of 11, children intelligence was fixed and inherited. Those who passed the 11+ went to grammar schools whereas other pupils went to secondary moderns and technicals as a form of setting and streaming the most able pupils into the higher professional careers

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Selection Policies- The Tripartite System