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Education Policy and Inequality in UK: Easy Notes

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Education Policy and Inequality in UK: Easy Notes
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Emily Hilton

@emilyhilton_imgo

·

304 Followers

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Educational Policy and Inequality: A Historical Overview and Analysis

This document examines the complex relationship between educational policies and social inequality in Britain, tracing developments from the pre-industrial era to modern reforms. It explores how various policies have impacted equal opportunities, selection processes, and educational control.

Key points:

  • Early education was limited to the wealthy, with state involvement beginning in the 19th century
  • The 1944 Education Act introduced the tripartite system, which reinforced class divisions
  • Comprehensive schools aimed to promote meritocracy but faced challenges in implementation
  • Marketisation policies have introduced competition and choice into the education system
  • Debates continue on the effectiveness of policies in reducing or perpetuating inequality

7/6/2022

647

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

Theories on the Role of Comprehensives

This section contrasts two major theoretical perspectives on the role of comprehensive schools: functionalist and Marxist views.

Functionalist perspective:

  • Sees education as fulfilling essential functions like social integration and meritocratic selection
  • Argues that comprehensives promote social integration by bringing children of different social classes together
  • Views the comprehensive system as more meritocratic, giving pupils a longer period to develop and demonstrate their abilities

Marxist perspective:

  • Argues that education serves the interests of capitalism by reproducing and legitimating class inequality
  • Contends that comprehensive systems are not truly meritocratic and continue to produce class inequality through practices like labelling and streaming

The text notes that despite the comprehensive system's aims, studies like Ford's found little social mixing between working-class and middle-class pupils due to streaming practices.

Vocabulary: Streaming refers to the practice of grouping students by ability within a school.

Highlight: The contrasting functionalist and Marxist perspectives offer different interpretations of the comprehensive system's impact on social inequality.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

Educational Policy in Britain Before 1988

This section provides a historical overview of educational policy in Britain prior to 1988. Before the industrial revolution, formal education was primarily available to a minority of the population through fee-paying schools or churches. The state did not invest public money in education until 1833.

The text outlines several key developments:

  • Industrialization increased the need for an educated workforce.
  • Compulsory schooling for ages 5-13 was introduced in 1880.
  • Education was heavily influenced by class background, with middle-class pupils receiving academic curricula and working-class pupils given basic skills for factory work.

Highlight: The introduction of compulsory schooling in 1880 marked a significant shift in British educational policy.

Example: Working-class pupils were often given education focused on basic numerical and literacy skills for routine factory work, while middle-class pupils received academic preparation for professional careers.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

The Tripartite System and Selection

This section discusses the introduction of the tripartite system through the 1944 Education Act. This system was based on the idea of meritocracy and aimed to allocate children to different types of secondary schools based on their abilities as determined by the 11+ exam.

The three types of schools in this system were:

  1. Grammar schools (academic curriculum for middle-class students)
  2. Secondary modern schools (practical curriculum for working-class students)
  3. Technical schools (available only in some areas)

The text argues that rather than promoting meritocracy, the tripartite system reproduced class inequality by channeling different social classes into different types of schools. It also legitimized the idea that ability could be measured early in life, despite the significant impact of children's environments on their chances of success.

Vocabulary: Meritocracy refers to a system where advancement is based on individual ability or achievement rather than social background or connections.

Highlight: The tripartite system, while intended to promote meritocracy, often reinforced existing class inequalities in education.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

The Comprehensive School System

This section examines the introduction of the comprehensive school system in 1965, which aimed to overcome the class divide created by the tripartite system and make education more meritocratic. The key changes included:

  • Abolition of the 11+ exam
  • Replacement of grammar and secondary modern schools with comprehensive schools
  • All pupils within an area would attend the same type of school

However, the text notes that the transition to comprehensive schools was optional, resulting in the continued existence of the grammar-secondary modern divide in many areas.

Definition: Comprehensive schools are secondary schools that do not select their intake on the basis of academic achievement or aptitude.

Highlight: The comprehensive system aimed to promote social integration and provide equal opportunities, but its implementation was not universal.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

Marketisation in Education

This section introduces the concept of marketisation in education. Marketisation refers to the process of introducing market forces, such as consumer choice and competition between suppliers, into areas traditionally run by the state, including education.

The text suggests that marketisation policies have significantly impacted the education system, potentially affecting equal opportunities and the distribution of educational resources.

Definition: Marketisation in education involves introducing market-like mechanisms such as parental choice and competition between schools into the public education system.

Highlight: The introduction of marketisation policies represents a significant shift in educational policy, with potential implications for educational inequality.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

Introduction to Educational Policy and Inequality

This section introduces the concept of educational policy and its relationship to social inequality. Educational policies are government-initiated plans and strategies implemented through Acts of Parliament and directives to schools and local authorities. These policies primarily address issues such as equal opportunities, selection and choice in schools, control of education, and the marketisation and privatisation of education.

The text highlights that many educational policies have contributed to maintaining and justifying inequalities between classes, genders, and ethnic groups, while others have had minimal impact. The focus of this topic is to examine the intricate relationship between inequality and educational policy.

Definition: Educational policy refers to government plans and strategies for education, implemented through legislation and recommendations to educational institutions.

Highlight: Key issues addressed by educational policies include equal opportunities, school selection, control of education, and marketisation.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

Conclusion and Implications

While not explicitly stated in the provided transcript, this section would typically summarize the key points discussed throughout the document and consider the implications of various educational policies on inequality. It might reflect on the ongoing debates surrounding the effectiveness of different policy approaches in reducing or perpetuating educational inequalities.

The document provides a comprehensive overview of the historical development of educational policies in Britain, highlighting the complex relationship between these policies and social inequality. It demonstrates how various reforms, from the tripartite system to comprehensive schools and marketisation, have attempted to address issues of equal opportunity and meritocracy, often with mixed results.

Highlight: The ongoing evolution of educational policies reflects continuous efforts to balance equal opportunities with other educational and societal goals.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

View

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Subjects

/

Sociology

/

Social institutions

/

Education

/

Purpose and impact

Education Policy and Inequality in UK: Easy Notes

user profile picture

Emily Hilton

@emilyhilton_imgo

·

304 Followers

Follow

Educational Policy and Inequality: A Historical Overview and Analysis

This document examines the complex relationship between educational policies and social inequality in Britain, tracing developments from the pre-industrial era to modern reforms. It explores how various policies have impacted equal opportunities, selection processes, and educational control.

Key points:

  • Early education was limited to the wealthy, with state involvement beginning in the 19th century
  • The 1944 Education Act introduced the tripartite system, which reinforced class divisions
  • Comprehensive schools aimed to promote meritocracy but faced challenges in implementation
  • Marketisation policies have introduced competition and choice into the education system
  • Debates continue on the effectiveness of policies in reducing or perpetuating inequality

7/6/2022

647

 

12/13

 

Sociology

24

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

Theories on the Role of Comprehensives

This section contrasts two major theoretical perspectives on the role of comprehensive schools: functionalist and Marxist views.

Functionalist perspective:

  • Sees education as fulfilling essential functions like social integration and meritocratic selection
  • Argues that comprehensives promote social integration by bringing children of different social classes together
  • Views the comprehensive system as more meritocratic, giving pupils a longer period to develop and demonstrate their abilities

Marxist perspective:

  • Argues that education serves the interests of capitalism by reproducing and legitimating class inequality
  • Contends that comprehensive systems are not truly meritocratic and continue to produce class inequality through practices like labelling and streaming

The text notes that despite the comprehensive system's aims, studies like Ford's found little social mixing between working-class and middle-class pupils due to streaming practices.

Vocabulary: Streaming refers to the practice of grouping students by ability within a school.

Highlight: The contrasting functionalist and Marxist perspectives offer different interpretations of the comprehensive system's impact on social inequality.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

Educational Policy in Britain Before 1988

This section provides a historical overview of educational policy in Britain prior to 1988. Before the industrial revolution, formal education was primarily available to a minority of the population through fee-paying schools or churches. The state did not invest public money in education until 1833.

The text outlines several key developments:

  • Industrialization increased the need for an educated workforce.
  • Compulsory schooling for ages 5-13 was introduced in 1880.
  • Education was heavily influenced by class background, with middle-class pupils receiving academic curricula and working-class pupils given basic skills for factory work.

Highlight: The introduction of compulsory schooling in 1880 marked a significant shift in British educational policy.

Example: Working-class pupils were often given education focused on basic numerical and literacy skills for routine factory work, while middle-class pupils received academic preparation for professional careers.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

The Tripartite System and Selection

This section discusses the introduction of the tripartite system through the 1944 Education Act. This system was based on the idea of meritocracy and aimed to allocate children to different types of secondary schools based on their abilities as determined by the 11+ exam.

The three types of schools in this system were:

  1. Grammar schools (academic curriculum for middle-class students)
  2. Secondary modern schools (practical curriculum for working-class students)
  3. Technical schools (available only in some areas)

The text argues that rather than promoting meritocracy, the tripartite system reproduced class inequality by channeling different social classes into different types of schools. It also legitimized the idea that ability could be measured early in life, despite the significant impact of children's environments on their chances of success.

Vocabulary: Meritocracy refers to a system where advancement is based on individual ability or achievement rather than social background or connections.

Highlight: The tripartite system, while intended to promote meritocracy, often reinforced existing class inequalities in education.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

The Comprehensive School System

This section examines the introduction of the comprehensive school system in 1965, which aimed to overcome the class divide created by the tripartite system and make education more meritocratic. The key changes included:

  • Abolition of the 11+ exam
  • Replacement of grammar and secondary modern schools with comprehensive schools
  • All pupils within an area would attend the same type of school

However, the text notes that the transition to comprehensive schools was optional, resulting in the continued existence of the grammar-secondary modern divide in many areas.

Definition: Comprehensive schools are secondary schools that do not select their intake on the basis of academic achievement or aptitude.

Highlight: The comprehensive system aimed to promote social integration and provide equal opportunities, but its implementation was not universal.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

Marketisation in Education

This section introduces the concept of marketisation in education. Marketisation refers to the process of introducing market forces, such as consumer choice and competition between suppliers, into areas traditionally run by the state, including education.

The text suggests that marketisation policies have significantly impacted the education system, potentially affecting equal opportunities and the distribution of educational resources.

Definition: Marketisation in education involves introducing market-like mechanisms such as parental choice and competition between schools into the public education system.

Highlight: The introduction of marketisation policies represents a significant shift in educational policy, with potential implications for educational inequality.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

Introduction to Educational Policy and Inequality

This section introduces the concept of educational policy and its relationship to social inequality. Educational policies are government-initiated plans and strategies implemented through Acts of Parliament and directives to schools and local authorities. These policies primarily address issues such as equal opportunities, selection and choice in schools, control of education, and the marketisation and privatisation of education.

The text highlights that many educational policies have contributed to maintaining and justifying inequalities between classes, genders, and ethnic groups, while others have had minimal impact. The focus of this topic is to examine the intricate relationship between inequality and educational policy.

Definition: Educational policy refers to government plans and strategies for education, implemented through legislation and recommendations to educational institutions.

Highlight: Key issues addressed by educational policies include equal opportunities, school selection, control of education, and marketisation.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

Conclusion and Implications

While not explicitly stated in the provided transcript, this section would typically summarize the key points discussed throughout the document and consider the implications of various educational policies on inequality. It might reflect on the ongoing debates surrounding the effectiveness of different policy approaches in reducing or perpetuating educational inequalities.

The document provides a comprehensive overview of the historical development of educational policies in Britain, highlighting the complex relationship between these policies and social inequality. It demonstrates how various reforms, from the tripartite system to comprehensive schools and marketisation, have attempted to address issues of equal opportunity and meritocracy, often with mixed results.

Highlight: The ongoing evolution of educational policies reflects continuous efforts to balance equal opportunities with other educational and societal goals.

Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover
Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover
Educational Policy and Inequality Introduction 'Educational policy' refers to the plans and strategies for education introduced by the gover

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Knowunity is the # 1 ranked education app in five European countries

Knowunity was a featured story by Apple and has consistently topped the app store charts within the education category in Germany, Italy, Poland, Switzerland and United Kingdom. Join Knowunity today and help millions of students around the world.

Ranked #1 Education App

Download in

Google Play

Download in

App Store

Knowunity is the # 1 ranked education app in five European countries

4.9+

Average App Rating

13 M

Students use Knowunity

#1

In Education App Charts in 12 Countries

950 K+

Students uploaded study notes

Still not sure? Look at what your fellow peers are saying...

iOS User

I love this app so much [...] I recommend Knowunity to everyone!!! I went from a C to an A with it :D

Stefan S, iOS User

The application is very simple and well designed. So far I have found what I was looking for :D

SuSSan, iOS User

Love this App ❤️, I use it basically all the time whenever I'm studying