Key Issues in Education: Equal Opportunities, School Choice, Curriculum Control

1. Which key issues/concepts in education do these images relate to? “Thank you nurse, I almost didn’t get a ‘C’ in Maths”

2. Starter – Waste Paper Bin Priviledge

3. Education Policies

4. Key Questions to ask of each policy • Does this policy improve equal opportunities? • What types of schools should there be? • Choice – should parents choose their schools or should schools get to choose their pupils? • Who has control over schools? Who decides the curriculum? • Who should run the schools? To what extent should they operate like a business?

5. Education and Perspectives: Who to remember

6. Criticisms of Marxism It’s a deterministic theory • This means that is suggests that there is no alternative than for the working classes to fail. • There are plenty of examples of working-class people who have succeeded in education. • There are also examples of those that have failed in education, but succeeded in business (Alan Sugar for example) • However, these people have embraced capitalist values. • It could be said that theories are becoming outdated. Postmodernists point to how the education system now caters for a wide range of backgrounds and features more choice and opportunities.

7. Vocational Education • In the 198o’s the Conservative government were concerned that there was a ‘skills crisis’ in the UK. • In the 80’s there was MASSIVE youth unemployment, and the Tory’s thought this was because schools were not teaching appropriate work skills. • They thought this was to blame for the UK’s poor economy at this time!! • To fight this, they implemented some iniatiatives to reduce unemployment and boost skills.

8. New Vocationalism: What did they introduce? • Vocational qualifications • NVQ’s (on the job training qualification) • GNVQ’s (in school job-based learning) • Modern Apprenticeships • Youth Training Schemes (YTS) On the job training

9. Criticisms Neo-Marxists like Finn (1987) had a number of reservations about the New Vocationalism. • They provided cheap labour for employers: Some YTS students in the 1980’s were getting about £25-30 for a full weeks work (40 hrs) • YTS members were not allowed to join unions, which undermined their power. • There was no parity of esteem between GNVQ’s/NVQ’s and traditional academic courses. • Some argued that it was just a superficial way for the government to lower the unemployment and youth crime rates (papering over the cracks)

10. Education:Educational Social Policies

11. Pre-War education 1870: Education was first made compulsory and free 1880: Attendance was made compulsory until the age of 10 1918: The state became responsible for secondary education and school leaving age was raised to 14

12. The Butler Education Act (1944) Primary education until the age of 11 Secondary school compulsory until the age of 15 Further & Higher education at 15+ Secondary education was determined by the 11+ exam

13. Problems of the Tripartite system Unfairness of the system - discuss

14. 1965: Comprehensive system established The aim of comprehensives was to teach all under one roof regardless of social class, gender, ethnicity and ability 1972 School leaving age was raised to 16 More mixed-ability teaching was introduced An emphasis on the ‘3 Rs’ – Reading, wRiting, aRithmetic GCE’s began to replace ‘O-Levels’ Problems with the comprehensive system:

15. 1988 Education Reform Act (V. IMP!) • All students to study the National curriculum and take GCSE’s • Pupils to sit SATS at 7,11 and 14 • Schools were to be entered into league tables to judge performance – they became more accountable for ‘failure’ • Schools became more business like and controlled their own finances (Grant Maintained Schools) • Increased OFSTED inspections • ‘New Vocationalism’ – Youth training schemes and work experience • Marketisation – Schools used prospectuses and advertising to recruit students to their schools. More parent power. 1979-1997 (Conservative Power)

16. National Curriculum • A standard curriculum in all state schools (core curriculum) • Key Stages 1,2,3 and 4 • Specific targets/graded levels

17. Pros and Cons Pros • Compare performance of schools • Continuity when a pupil moved school • Central government control – raise standards • Same diet for all Cons • Political interference in school ‘learning’ • Less choice – minority subjects ‘edged out’ • Not suitable for all – suits ‘academic’ pupil • Private schools don’t teach it

18. National Testing • At the end of each key stage • Ages 7,11,14 and 16 • Results published • Students pushed to hit targets

19. Pros and Cons Pros • Teachers encouraged to get high grades • Performance could be compared Cons • Pressure on pupils • Many students fail and feel worthless • Schools become exam factories • Do not analyse ‘value added’ • Students may be more talented in subjects not tested

20. League Tables • Annually published results of school examination performances at GCSE and A LEVEL

21. Pros and Cons Pros • Parents can compare schools • Schools motivated to improve • Make teachers accountable for results Cons • Creates ‘sink schools’ • Doesn’t measure Value Added • Doesn’t take into account the socio-economic make up of schools • Schools manipulate figures, ie) attendance

22. Open Enrolment • Schools can take pupils from anywhere • Parents can send children anywhere • Increased competition between schools

23. Pros and Cons Pros • Specialist schools – more choice • Schools compete – raise standards • More popular schools received more funding (LMS) Cons • Least popular schools – less funding • Broke up communities • Minority subjects abandoned • Schools too focused on ‘marketing’

24. Grant Maintained Status • School opt out of LEA control • Direct funding from central government

25. Pros and Cons Pros • Greater autonomy for headteachers – prioritise spending • Less ‘dictating’ by LEA • More funds at the disposal of the school Cons • Some schools had more money • Schools avoided LEA specialist guidance in ‘progressive’ education • Entry examinations re-emerged

26. So…what were the consequences of the 1988 Education Reform Act? • Greater choice • Competition • Meeting equal opportunities • Raising standards • Greater control and standardisation of British education • Schools and teachers now more accountable

27. Question: 1 side for Wednesday • How did the 1988 Education Reform Act create an education market. • Emphasis on: Key terms and specific features of the policy (NNLOG)

28. Think • They might have been the upsides, but what about the downsides? • In pairs/small group, create list of the downsides/negative impacts that some of these features of the 1988 Education Reform Act might have had.

29. Or….. • Reduced choice • Limited subjects in school • Unfair advantage in some schools • Creating sink schools • Destruction of ‘local education’ and the networks between schools and guidance from LEA • Schools becoming ‘exam factories’ • Too much parent power – interference • Greater pressure on students – a sense of failure • Greater admin and teachers losing their creative independence • Removed the ‘local flavour’ of schools and their catchment

30. 1997 onwards – New Labour • Curriculum 2000 • A levels became AS and A2s • More vocational choice – BTEC, GNVQ, AVCE and NVQ • Tomlinson enquiry – aim to increase flexibility and equality (14-19) • More people to be university educated

31. 1997 onwards – New Labour • Education = economic success = skills focus • Literacy and numeracy are essential • Need to support some groups who are not succeeding (compensatory education)

32. But many argue that New Labour were not so new... They kept many Tory policies... • League tables • School inspections • Vocational education • Powers to take over failing schools • National Curriculum • Testing But they did get rid of ‘Grant Maintained Schools’ – they initiated Foundation Schools and Specialist School status instead. And they stopped part funding middle class parents who wanted a private education for their children.

33. What Policies did New Labour Introduce?

34. New Policies • Reducing class sizes to under 30 • Literacy and numeracy hours in primary schools • After school homework clubs • Social exclusion units • Education Action Zones • University fees paid by students What are the benefits of these policies?

35. Reducing class sizes Details • Smaller class sizes in primary schools Why? • More one to one/personal contact • Greater individual guidance • Behaviour management

36. Literacy/Numeracy Hours Details • Special timetable slots for reading and number skills Why? • Improve key skills • Needs of employers/economy • Enable students to access curriculum/opportunities

37. After school homework clubs Details • Funding for schools to run extra classes after school • Compensatory education approach Why? • Compensate ‘deprived’ students • Equal opportunities for all

38. Social Exclusion Units Details • Special support for deprived pupils Why? • Compensatory education – to enable equal opportunities/headstart

39. Education Action Zones Details • Over 50 areas in UK – poor- received additional resources/funding Why? • Compensatory education for deprived • Overcome poverty/barriers to opportunity

40. University Course Fees Details • Students have to contribute to university fees • Repay fees when earning over a certain sum Why? • Economic issues – reduce state spending • Why should average taxpayer fund middle class children to climb ladder?

41. Coalition government – 2010-? • Increased university fees • The end of EMA • Increased contributions from parents? • Baccalaureate qualifications from 14-19? • Compulsory education to the age of 18 • The end of coursework • Increased OFSTED inspections? • Higher entry requirements for teachers?# • Academies: Forced conversion?

42. What are academies? • Academies are independent, state-funded schools, which receive their funding directly from central government rather than from a local authority (eg, Harrow Council) • Free schools are similar to academies in that they receive funding directly from central government. However, they are schools that can be set up by businesses, groups of parents, teachers, charities, universities, trusts, religious or voluntary groups.

43. What is different about academies? • Academies have more freedom than other state schools over the following: • Finances • Curriculum • Length of terms • Length of school day

44. Who came up with them? • Originally, the creation of academies was a Labour education policy. • It was originally designed as a way to help struggling schools, mainly in deprived areas. • This idea has been significantly changed by the Conservative-Liberal Democrat coalition government.

45. Reducing class sizes Details • Smaller class sizes in primary schools

46. Literacy/Numeracy Hours Details • Special timetable slots for reading and number skills

47. After school homework clubs Details • Funding for schools to run extra classes after school • Compensatory education approach

48. Social Exclusion Units Details • Special support for deprived pupils

49. Education Action Zones Details • Over 50 areas in UK – poor- received additional resources/funding

50. University Course Fees Details • Students have to contribute to university fees • Repay fees when earning over a certain sum