Education policies

• 1870 Education Act


  With the rise of industrialisation came the need for an educated workforce. The state made education compulsory from the ages of 5-12 (1870). The type of education very much depended on your background.
• 1965 Education Act


  Introduction of the comprehensive system designed to overcome the class divide. All students go to the nearest school to where they live. Relied on setting and streaming to cope with the wide range of students.
• 1988 Education Reform Act

  Brought marketisation to schools, meaning that schools compete for students by selling themselves.

  Parents needed a way to distinguish how schools were better from one another = the government introduced statistics from schools such as Ofsted, SATs results, League tables etc. (introduced by the Conservatives)
• 1997 Labour Education Policy

  Focus was on disadvantaged students = Education action zones, Aim Higher programme, Education Maintenance Allowance (EMA's), literacy and numeracy hours, smaller class sizes. Introduction of Specialist Schools.
• 2010 Education Policy (Coalition) - Present time (Conservatives)

  Move to academies and introduction of free schools. School leaving age raised to 18. Scrapped January exams and coursework. Introduced linear A levels (exams at the end). Abolished EMA's. Introduced Pupil Premium. Increase of privatisation in schools e.g. buildings, supply teachers and food provision.
• Tripartite system 1944


  Children selected and allocated into 3 types of school based on aptitude and abilities determined by the 11+ exam.

  1. Grammar schools: academic curriculum, access to non manual jobs and HE. Mostly MC

  2. Secondary modern: practical curriculum, access to manual jobs

  3. Technical schools only existed in a few areas

  
  

  Reproduced class inequality by separating children into schools based on social class

  Gender inequality as girls required higher marks

  Secondary moderns seen as second class schools
• Comprehensive system 1965

  Aimed to overcome class divide

  11+ to be abolished and grammar and secondary moderns

  No selection, more opportunities exist to gain qualifications

  
  

  Not everywhere went comprehensive 160 grammar schools and 500 secondary moderns still exist

  
  

  Marxism

  Class inequality continued through streams, labelling and denying WC equal opportunity

  
  

  Functionalism

  Promote integration bringing pupils of all classes together

  Meritocratic longer to show and develop abilities

  
  

  Ford: little social mixing due to streaming
• Vocational education

  Industry related studies at school/college need a skilled and flexible workforce

  Reduces NEETS

  Work experience in year 10

  NVQs BTECs

  
  

  Functionalists

  Beneficial way to boost the economy

  
  

  Marxists

  Reproduces class inequality, WC receive a second rare education, passive, conformist workers whereas MC do academic courses and get professional jobs

  
  

  Birdwell

  Schools neglect vocational qualifications and many turn out to be worthless, poor quality training little careers advice.
• Compensatory education


  Some to tackle the problem of cultural deprivations n by providing extra resources in deprived areas.
• WISE

  Doubled number of female engineering graduates to 18%
• GIST


  Government sponsored campaign to encourage girls in secondary schools to chose science and technological subjects/careers
• Assimilation 1960/70s

  Em groups need to assimilate into mainstream British culture especially if English isn't their first language

  
  

  African Caribbean already speak English. Actual cause of underachievement is institutional racism
• Multicultural education 1980/90s

  Value all cultures in the school curriculum to raise self esteem
• Marketisation


  Process of introducing market forces of consumer choice and competition by reducing direct control of the state over education. Increase competitions between schools
• League tables

  Parents have necessary info to choose the school they want children to go to

  
  

  Schools with poor league table positions can't be selective, take less able WC and remain unattractive to the MC
• Formula funding


  More successful schools get more pupils and more money

  
  

  Popular schools get more funds so can afford better qualified teachers and facilities so be more selective and attract mainly MC

  Unpopular schools lose income, fail to match teachers and facilities in rival schools so fail to attract pupils and funding further reduced
• Specialist schools

  In IT, sports widening parental choice
• Bartlett


  League tables encourage cream skimming (good schools can be more selective and choose their own customers, more likely to choose MC who will be at an advantage) and silt shifting (good schools can avoid taking less able pupils who will damage the league table position).
• Gerwitz


  MC parents economic and cultural capital puts them at an advantage when choosing schools. He identifies 3 types of choosers:

  
  

  1. Privileged skilled choosers: pro-education, mainly MC who posses cultural capital and know how the ES works, they have the time to visit schools. Also have economic capital thus can move children around the ES e.g. by paying for travel costs.

  
  

  2. Disconnected local choosers: mainly WC parents, restricted by economic and cultural capital. Cost was a major restriction so the nearest school was the best option. Have difficulty understanding admissions process, less aware of options and cannot manipulate the system.

  
  

  3. Semi skilled choosers: again WC but they were more ambitious, they also had difficulty making sense of the ES so relied on others opinions.
• Myth of parentocracy

  Ball: myth of parentocracy, in reality MC parents better able to take advantage of the choices.

  
  

  Leech & Campos: in their study of Coventry found MC parents can use economic capital to move into the catchment area of a school with a good league table position.
• Privatisation


  Transfer of public assets to private companies
• Ball

  Education has become a profit for capitalists (ESI)

  Private companies in the ESI build schools, provide supply teachers, careers advice and OFSTED inspections

  Large scale school building involve PPI, private companies provide capital to design/build/operate educational services. Contracts are 25 years+ local council pays monthly lease and management from public funds.

  Companies make 10 x as much profit as they do on other contracts LEA obliged to enter contracts due to lack of funding from govt
• Contracted out

  Govt advertises a contract for private companies to provide schools with a set of expectations for the cheapest price who then bid against each other to win the contract

  Ex headteachers and education officers working for companies can use insider knowledge to win contracts - public private sphere becoming increasingly blurred

  Private company that wins the contract owns the schools assets
• External education market

  Private companies assume they can run schools cheaper than local authorities
• Academies

  Funding taken from local authorities and given to academies who have control over curriculum

  2012 50% schools converted into academies

  Did not focus on reducing inequality
• Free schools

  Funded by the state, set up and ran by parents, faith groups and businesses

  Supporter claim they raise standards.

  Allen: only benefit children from highly educated families

  Take fewer disadvantaged pupils in 2011 6.4% eligible for FSM at Bristol FS compared to 22.5% across the city
• Pupil premium


  Money schools receive for each pupil from a disadvantaged background

  
  

  Ofsted not spent on those it was supposed to help
• Cola isation

  Vending machines, displays of logos and sponsorships

  Molnar: private companies tackle schools because they are a kind of product endorsement

  
  

  Benefits to schools limited

  Ball: Cadbury sports equipment scrapped, pupils had to eat 5550 chocolate bars to qualify for a set of volleyball posts

  Beder: spend £110,000 to get one new computer
• Fragmentation

  Ball: diverse schools increase inequality, education is becoming a commodity schools are there to be bought and sold.
• Globalisation and HE


  Unis become increasingly global institutions by opening up products to global audiences:

  Subsidisers in other countries e.g Lancaster uni in China

  Offering online courses

  Attracting overseas students