Educational Policy
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- Created by: Holly
- Created on: 17-05-15 12:34
Introduction
- Industrialisation increased the need for an educated workforce
- In the later 19th century, the state became more involved in education
- In this period, the education a child received depended on their class background
- Middle class children were given an academic curriculum whereas working class children received basic numeracy and literacy, and learnt to be obedient in factory work
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Tripartite System
- In 1944, education began to be shaped by the ideas of meritocracy
- This is the belief that status is achieved through merits and skills
- In 1944, the Education Act brought on the tripartite system
- The needs and aptitudes of pupils were identified by the 11+
- There were 3 schools:
1) Grammar schools
- Academic curriculum
- Non-manual jobs
- Passed the 11+
2) Secondary Modern
- Non-academic practical curriculum
- Access to manual work
3) Technical schools
- Only existed in certain areas
Rather than promoting meritocracy, the tripartite system and 11+ introduced class inequality
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The Comprehensive System
- Introduced from 1965 onwards
- Aimed to overcome class inequalities which were created by the tripartite system
- The 11+ was abolished along with grammar and secondary modern schools
- These schools were replaced with comprehensives, which all children in the area could attend
- Class inequality still existed
- Streaming: pupils were streamed into ability groups
- Labelling: working class pupils were labelled negatively whereas middle class pupils were labelled positively
- Comprehensives legitimised inequality even though all pupils now went to the same schools so it appeared they all had equal opportunities, regardless of their class backgrounds
- There were still 164 grammar schools in England
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Marketisation and Parentocracy
- The 1988 Education Reform Act introduced by Thatcher established the principle of marketisation in eduction, favoured by the New Right
- Created an education market by reducing state control over education and increasing competition between schools and parental choice of school
- New Right favour this - they argue that state control leads to low standards and inefficiency. Schools were now run like businesses that have to attract customers
- David describes this as parentocracy - rule by parents
- Supporters of marketisation argue that the power moves from the producers to the consumers
- This promotes diversity, givers parents more choice and raises standards
- Critics argue that it increased inequalities
- In addition, middle class parents are better placed to take advantage of the choices available
- Ball looked at how league tables and funding formula reproduces inequality
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Policies To Promote Marketisation
- Publication of league tables
- Business sponsorships
- Open enrolment
- Formula funding
- Being allowed to opt out of LEA control
- Competing to attract students
- Educational vouchers
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Exam League Tables & Formula Funding
Exam League Tables:
- Schools with good results are more in demand
- Schools can be selective and can recruit high achieving pupils (mainly middle class)
- Consequently, these pupils get a better education
- The opposite is true for schools in a poorer position
Formula Funding:
- Schools are allocated money depending on how many pupils they attract
- The more popular schools get more funding, attract better teachers and pupils and have better facilities
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The Myth of Parentocracy
- Marketisation justifies inequality
- Ball believes that marketisation gives the appearance of creating a parentocracy, although he argues that this is a myth
- Gerwitz argues that middle class parents have more economic and cultural capital, and so can take better advantage of the choices available
- Compton and Leech show how middle class parents even move to different catchment areas for better schools
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