Educational Policies AS Sociology

Learning Objectives Learning Objectives: Outline educational policies between 1870-1944 Discuss how the Tripartite System was introduced Consider why the Tripartite System was introduced

What is educational policy? Learning Objectives ‘Educational policy’ refers to the plans and strategies for education introduced by the government, for example, through Acts of Parliament – with instructions and recommendations to schools and LEAs, e.g. 2010 Academies Act – made it possible for all state schools to become academies.

What policies can you create which will help reduce the gap? You are an MP who is responsible for creating a range of policies to help children achieve and succeed in schools. You have been given research from sociologists showing that certain social groups are at risk of underachieving in schools. It is your job to make sure all pupils achieve and leave school with qualifications. What policies can you create which will help reduce the gap?

What is educational policy? Any examples? Learning Objectives Most policies are a response to the following issues: Equal opportunities – how can we ensure every pupil has an equal opportunity to achieve? Selection and choice – What types of schools should we have? Should schools select their pupils? Control of education – Who should control schools and what they teach? Marketisation and privatisation – Should state schools run like a ‘business’? Should they be given to private companies to run? What do you think?

Educational policies: Learning Objectives

Equality of educational opportunity and outcome: Learning Objectives Equality of educational opportunity is the idea that every child, regardless of his or her class and ethnicity should have equal chance of succeeding at school. Gillborn and Youdell (2000) identify 4 dimensions of equality of educational opportunity: Equality of access – every child should have the same rights and opportunities to access school – e.g. outstanding schools Equality of circumstances – that children should be of a similar socio-economic status when they start school – without this they do not start at the ‘same point’ Equality of participation – everyone should have the same chances to participate on a equal footing in the school processes that make up everyday life of the school Equality of outcome – everyone has the same chances of sharing in the eventual benefits of schooling.

However…..there still remains wide inequalities in educational outcomes…. Certain policies have had some success in reducing inequality. …..the British educational system still continues to favour some social groups and disadvantage others quite significantly….

Policies to improve equality of opportunity: 1870-1944: A brief history: Until the 19th century, there were no state schools and spent no public money on education; education was available only to the small minority who could afford to send their children to fee paying schools or where charities or churches set up their own schools. 1/3 of children received no education at all. In 1891 elementary education became free to all and in 1918 the leaving age rose to 14. However, schooling did little to alter people’s ascribed status: working class were only educated to a basic level in literacy and numeracy needed for routine factory work and to instil them into an obedient attitude to their superiors (m/c were given an academic curriculum to prepare them for higher professional roles)

Selection: Tripartite System Made all schooling free for pupils Education is a Right! Financial assistance will be offered to the poor!

The Tripartite System: Butler’s Education Act 1944: From 1944, education began to be shaped by the idea of meritocracy – their status could be achieved rather than ascribed (based on their class background) Children were selected and allocated to one of three types of secondary schools, supposedly according to their aptitude and abilities..... This was decided by taking the 11+ exam …

11+ Exam & The Tripartite System 11+ exam and the Tripartite System: 11+ Exam & The Tripartite System What do you think the 11+ exam is? The Tripartite System introduced the 11+ exam The 11+ exam is still available in a small number of schools nowadays Question: Does this system provide equality? Involved maths, English, verbal and non-verbal reasoning- What has this been replaced with? https://www.youtube.com/watch?v=Rw5UqhT7UZk

The Tripartite System: The three types of secondary school available following the 11+ exam were: Grammar Schools- offered an academic curriculum and access to higher education. This was offered to students who pass the 11+ exam (around 20%)with academic ability. Typically they were middle class – in some areas, more places available for boys than girls. Secondary Modern Schools- offered non-academic ‘practical’ and vocational curriculum and access to manual work for students who failed the 11+ exam (around 75% pupils). i.e cookery, woodwork, basic arithmetic. These were typically working class. Most pupils went here. Technical schools- these were only available in certain areas. For an aptitude for technical subjects (around 5%). These would teach mechanical, scientific and engineering skills to serve industry and science. (never really materialised and lacked backing from the government). Variety of backgrounds, particularly skilled working-class, more boys than girls. One of the ground-breaking results of the Act was to educate and mobilise women and the working class. It opened secondary school to girls, and the working class, and as a result, a far higher percentage attended higher education after secondary school.

Did you know… Did you know?... The Act provided free meals and milk - a third of a pint a day - in schools to all children under the age of 18. In 1971 Margaret Thatcher (then Secretary of State for Education) withdrew free school milk from children over seven, earning her (among her enemies) the nickname, 'Milk Snatcher Thatcher'.

Task Task Do you think the Tripartite System did lead to greater equality of opportunity in access to education? Any strengths / weaknesses of this system?

The Tripartite System: Strengths Weaknesses Reproduced class inequality due to the 3 types of schools-channelled different classes into different schools (socially divisive) which offered unequal opportunities. The different schools were not regarded as having equal status The 11+ did not measure truly ability and it was argued that 11 was too young to measure ability Reproduced gender inequality by discriminating girls-girls had to achieve a higher mark on the 11+ exam than boys and there were fewer places available for girls in grammar schools. Legitimated (justified) inequality through the ideology that ability is inborn rather than the product of the child’s upbringing and environment (class background greatly affects their chances of success at school. Some say it did emphasise meritocracy-should achieve status through effort and ability (the principle of meritocracy was the basis for this policy) Made Schooling dependent on ability

Key terms Tripartite system The division of secondary education into 3 types under the 1944 Education Act Butler Act The 1944 Education Act. 11+ The examination used to determine what type of secondary education a pupil should receive

Tasks Complete page3-4 in your booklet