1944-1980s

• 1944 - Bulters education act, Tripartite system
• The tripartite system was introduced after Butler wanted to create 'a land fit for heroes' by introducing compulsory education until the age of 15.
• Education act 3 types of schools

  • Created 3 types of state funded secondary schools which divided pupils based on whether they passed the 11+ and got into the grammar school.
  • Grammar school - offered an academic curriculum where typically middle class pupils attended.
  • Secondary modern school - offered non academic practical and vocational curriculum for students who failed the 11+. This was mainly dominated by the working class.
  • Technical schools - working class boys learning mechanical and engineering skills.
• The 1944 education act was ground breaking in comparison to opportunities offered previously. It educated women and the working class.
• Evaluation of the education act

  • Criticised for reproducing gender, class and ethnic inequalities.
  • The grammar schools had fewer places for girls, meaning they had to achieve higher to be accepted.
  • The entrance exam benefitted middle class children because their parents can provide tutors.
  • Crowther report shows only 10% of the poorest children went to grammar school.
  • Gurney Dixon report identified that even if children of semi skilled workers got in, they were likely to leave early with no qualifications.
  • Language used in tests may be culturally biased against ethnic minorities.
• 1965 - 1979 - Comprehensive system
• Comprehensive system

  • Abolished the 11+ because social democrats did not believe that the tripartite system had succeeded in creating equality of opportunity.
  • Grammar schools were to be replaced with comprehensive schools to reduce class gap in achievement.
  • Students from the local area would attend the school and it provided a broad curriculum.
  • It was believed that educating pupils in the same place would give children quality of opportunity and class divisions would be broken down.
• Functionalists on the comprehensive system

  • Believed the comprehensive system promoted integration by bringing together children from all different social classes.
  • Believe the system is more meritocratic because it gives pupils a longer period of time to develop rather than the tripartite system which selects the 'most able' pupils at age 11.
• Evaluation of the comprehensive system 1

  • Julienne Ford found little social mixing between working class and middle class because of streaming. Those with higher ability were often middle class children and this whoo were lower ability were often working class leading to a self fulfilling prophecy.
  • The class divide was reappearing.
  • Lowered standards by undermining the academic education offered in grammar schools. The most able students didn't have their ability stretched and the poor behaviour of the less able dragged them down
• Evaluation of the comprehensive system 2

  • Edward Heath accused the comprehensive schools of a lack of discipline, poor results, large classes, failure to prepare pupils for the world of work and a lack of parental choice.
  • Comprehensive schools were accused of having a monopoly. This is when there is only one provider, you only have one choice, and you have no option to accept it whether it is good or bad.
  • The system took options away.
  • They had no incentive to improve, teachers effectively had a job for life with a constant stream of pupils so had no incentive to improve either.
• New vocationalism - 1976 Ruskin speech
• New vocationalism

  • Argued that the education system, although improved, was not producing pupils with he right skill that were needed for the modern economy.
  • As a result of this speech, a wave of new vocationalism qualifications were introduced int the 1980s.
  • This focused more on promoting economic growth than equal opportunities (New right)
• Criticisms of new vocationalism

  • Dan Finn argued it provided cheap labour for employees, keeps pat rate low for young people, reduced employment statistics and was seen as a way of reducing crime as it kept young people off the streets.
  • It works to lower aspirations so they will accept low paid work.
  • Youth unemployment was no about a lack of skills, it was about a lack of jobs.