Educational Policy

  • Created by: ash8642
  • Created on: 20-04-19 11:11

Fisher Education Act 1918

  • Compulsory education until 14-years-old
  • Meant all pupils had knowledge of how to read and write
  • Broadened educational opportunities for working-class children
  • Took years to get the full effect of the proposed policy
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Education Act 1944

Tripartite System

  • Three schools - grammar, secondary modern, secondary technical
  • Grammar schools were only attended by around 20% of young people
    • Were seen as prestigious
  • Secondary moderns were attended by 75% 
    • Were seen as low-status, creating a large class-divide
  • System wasted talent
    • Many secondary modern student not allowed to take O-Levels, denying them of further progress
  • System offered separate but equal schools to suit students' different abilities and aptitudes
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The Comprehensive System 1965

  • Brought in because the Tripartite System was wasting talent
  • It would provide a single form of state secondary education for all
  • Students of all abilities and backgrounds were offered the same opportunities
  • Reduced inequality as everyone was offered the same education, so class divisions are also reduced
  • Social class inequalities had not really improved
    • there were still pupils who wanted to go to a certain school
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Open University 1969

  • Distance learning
  • Gave adults fresh educational opportunities
    • Fits around their lives
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Education Reform Act 1988

  • Introduced grant maintained schools funded directly by central governments
  • Introduced city technology colleges to focus of STEM subjects
  • Funding in schools is down to number of pupils attending, and not class
  • Parents' opinions are valued
  • Popular schools became over-subscribed
  • Bad schools don't receive funding to improve
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National Curriculum 1988

  • Government told teachers for the first time in England and Wales what to teach and to provide tests for their pupils
  • Encouraged students and teachers to do their best
  • Might have made the teachers feel stressed and anxious as they knew that they were being tested
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League Tables 1988

  • State secondary schools in England and Wales were required to publish their Key Stage, GCSE, and A-Level results
  • Provided parents with the information they needed to make the best choice about which school their child/ren should attend
  • Intensified competition between schools by encouraging them to improve their position on the league table
  • The teachers might have felt stressed with trying to improve their facilities/standards in order to move up the table
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Tony Blair 1997-2010

Academies

  • Introduced to replace 'failing' comprehensive schools in low-income, inner city areas
  • GCSE results were better
  • They took fewer students with special educational needs/behavioural problems

Sure Start

  • Targetted under-5s and their families living in the most deprived parts of the UK
  • Based on the idea that early intervention will have long-term positive effects

Apprenticeships

  • To combat arguement of 'job selection is on the basis of presumed abilities'
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Free Schools 2011

  • Built new schools which required no tuition fees
  • Gave more choice to those less advantaged
  • There is no evidence that free schools increased educational standards
  • 24% of free schools built in 2011/12 were marked outstanding by OFSTED
  • They were introduced to raise standards of less well-achieving schools
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Pupil Premium 2011

  • Additional payment to schools based off of the number of FSM students enrolled
  • Gives schools the ability to support those students from disadvantaged backgrounds
    • Creates a more socially mobile Britain
  • Doubts from headteachers
    • Additional money merely makes up for cuts elsewhere, if that (Marlwood School)
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Theresa May 2017

  • Progress 8
    • a measure of secondary schools' performance
  • Numberical grading system for GCSEs
  • Incentivises schools to offer a good curriculum, and lets them focus on all students from the top to the bottom
  • Takes in no account of the fact that some schools are located in disadvantaged areas/low-income families
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