Paper 1 soc ed

• Four functions of Education, according to Functionalism:


  Socialisation and social solidarity

  Bridge between family and society

  Developing Human Capital

  Role Allocation
• Function 1: Socialisation and social solidarity- DURKHEIM


  Education system meets demands of society by passing on culture and values within society, through hidden curriculum and PSHCE lessons. Improves social solidarity as they are taught the values of society.
• Function 2: Bridge between family and society- PARSONS


  Schools provide links between society and family so they move from an ascribed status and paturalistic values to meritocratic and the univeralistic values of wider society.
• Function 3: Developing Human Capital-SCHULTZ


  Educational investment benefits wider economy. It provides a qualified and flexible workforce. Education makes sure best and most qualified people end up in highly skilled roles.
• Function 4:Role allocation-DAVIS AND MOORE

  Education system provides means to selecting and sifting people into social hierarchy. Power, wealth and status directly linked to educational acheivement in meritocratic society.
• Two Evaluation points for Socialisation and social solidarity

  -Ignores dysfunctional aspects of education e.g. negative conflict

  - Myth of meritocracy yet there is private education systems
• Two Evaluation point for Bridge between family and society

  - Marxists: Hidden curriculum: Reinforces social inequality and maintains ruling class ideology

  - Feminists: Hidden curriculum: Maintains and reinforces patriarchy not meritocracy
• Evalution point for Developing human capital

  Wong: Functionalists assume children are passive puppets of socialisation but process complex and they ignore pupil-teacher relationships
• Evalution point for role allocation


  Weak link between educational achievement and economic success
• New Right view of education

  State takes too much of a crucial role in education and marketisation would raise standards.
• What does the New Right say school should do?

  They should compete with each other, parents and pupils are consumers
• Chubb and Moe


  Competition would lead to raising educational standards. Necessary for schools to attract their 'customers' by being successful and popular.
• One example of New Right influence in educational policy making

  > 1980 Vocational Education

  > 1988 Education Reform Act:

  * League Tables

  * OFSTED

  New Labour: Academies

  Coalition Government:

  * Free schools

  * Education privatisation
• Four functions of Education, according to Marxists:

  > Reproducing social inequality

  > Legitamising social inequality

  > Correspondance principal

  > Myth of Meritocracy
• Function 1: Reproducing social inequality-ALTHUSSER


  Private education prepares elite children for positions of power.

  Hidden curriculum shaped to assist M/C achievement deterring W/C
• Function 2: Legitamising social inequality- ALTHUSSER


  M/C has access to cultural and economic capital putting them at an advantage.

  Education encourages students to accept capitalist values through hidden curriculum
• Function 3: Correspondence principal- BOWLES AND GINTIS


  Schools mirror world of work to prepare for manual labour e.g. discipline and consequences
• Function 4: Myth of meritocracy- BOWLES AND GINTIS


  Schools discriminate in favour of M/C.

  Hidden curriculum lower W/C amibitions
• Evaluation of Marxists: Giroux (Neo-Marxists)


  Reject view that w/c are passive accept position to become compliant workers.
• Evaluation of Marxists: Social Democratic

  Marxists exaggerate effect education has on working class educational achievement. Policies such a comprehensivisation have improved chances from working class.
• Evaluation of Marxists: Neo-Liberals

  Saunders claims middle-class educational success is due to biological differences
• Evaluation of Marxists: New Right

  Chubb and Moe argue Marxists fail to see how education has failed all social groups. They believe education has failed to equip students with neccessary skills in global market place.
• Evaluation of Marxists: Postmodernism

  They fail to acknowledge education reproduces diversity rather than inequality. Morrow and Torres claim students create own identities.
• 1988 Education Reform Act


  All schools teach same core curriculum.
• Evaluation of 1988 Education Reform Act


  Not suitable for all, it suits the 'academic' pupil more.
• 1965 Comprehensive Education Act


  Got rid of 11+ exam and all stuents would get equality
• Evaluation of 1965 Comprehensive Education Act


  Large comprehensive schools so lack individual attention.
• School Admissions Code


  Forbids discriminiation in pupil admittance on the basis of socio-economic backgrounds/ability
• Evaluation of Schools Admissions Code

  Covert selection still takes place -> Postcode Lottery
• Policies that improve inequality in certain circumstances

  Pupil premium: additional funding in schools for students from poor socio-economic backgrounds.

  Compensatory education
• Evaluation of Policies that improve inequality in certain circumstances

  Kerr and West- Too many external factors that impact achievement.
• 3 types of selection

  Selection:

  by ability e.g. entrance tests

  by aptitude e.g. tests

  by faith
• Marketisation policies under the Conservative government (1979-97)

  League Tables

  Local Management Schools

  Funding Formula

  Open Enrolment
• Raising standards policies under the Conservative government (1979-97)

  Ofsted

  National Curriculum

  National Testing
• Marketisation policies under the Labour government (1997-2010)

  Business sponsored Academies

  Specialist schools
• Raising standards policies under the Labour government (1997-2010)

  Maximum class sizes for 5 -7 yr old

  Building Schools for the future program

  Education Action zones

  Business sponsored Academies
• Marketisation policies under the Coalition government (2010-15)


  New Style Academies

  Free Schools
• Raising standards policies under the Coalition government (2010-15)

  Pupil Premium

  English Baccalaureate

  Reform of the National Curriculum

  Reform of the Exams system

  Tougher performance targets for schools
• 3 features of marketisation

  independence, competition, choice
• 3 elements of quality control

  OFSTED, Publication of performance tables, National curriculum