Problems with the Tripartite System
- Few Technical Schools were built
- No Parity of Esteem - Many secondary modern students seen as failures
- Girls achieved better but had fewer places.
- Many Grammar schools were boys only,
- Class divide remained - two thirds of grammar school students were middle class.
- Served the interests of the middle-classes well
- Guaranteed Social Mobility for working class students in a grammar school
- Some research suggests it gave working class students better chances than they have today.
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Problems with Comprehensive Schooling
- Based on Catchment Zones - Success became linked to geographical mobility
- Organised by Ability - Led to divides between classes still
- Hargreaves (1967) and Ball (1981) showed that the class divide was still present through setting and streaming
- New Right Thinkers say that the system caused poor discipline and poor results (this is debated as exam results actually went up)
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Problems with Vocational Education
- Hidden Political Agenda
- Creates discipline, not work skills
- Retained prevalent gender stereotyping
- Cohen (1984) stated the purpose of the courses was to prepare them and make them willing to accept lower paid work, rather than giving them the skills to succeed.
- Buswell (1987) stated that these courses helped to reinforce gender divides, with boys pushed towards physical tasks and girls given domestic lessons in hairdressing and cookery.
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Problems with the 1988 Education Reform Act
- Damaging Effect on children through repetitive testing
- League Tables and Ofsted were counter productive
- Reinforced Class Differences
- Ball et al (1984) middle class pupils have more cultural capital with which to socialise with teaching staff, meaning they get a better deal in and out of lessons.
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