Education policy and Inequality - Part 3
1. New labour and inequality
A) Outline 5 policies introduced by New Labour (1997-2010) to reduce educational
inequality.
- Education action zones were set up in 1998, they provided additional resources in
deprived areas in attempts to raise the motivation and attainment levels of
underprivileged children. By 2003, there were 73 of these in England. They were
funded by the central government with additional funding from businesses.
- The aim higher programme, attempted to raise the aspirations of groups who are
underrepresented in higher education. FE and HE. In FE, the proportion of 16-18
year olds in England in education and training grew steadily under labour rule from
56.4% in 1997 to 68.6% in 2010. However, the participation varied between social
classes, 85% of those from higher professional class were in full-time education
compared to 57% in the working class, DfES 2004. For example, in 2001, 79% of
young people from professional backgrounds were in HE compared to 55% in 1991.
- Education Maintenance Allowances (EMAs), provided payments to students from
low-income backgrounds to encourage them to stay on after 16 to gain better
qualifications. It was introduced in 2004 but later abolished by the conservative
government. Under labour the numbers of students in higher education increased
from 2 million in 1997/8 to 2.5 million in 2009/10. The government aimed to have
50% of 17-30 year olds in education by 2010, this was 47% in 2010/11. However,
15% of young people from unskilled manual backgrounds were in HE in 2001,
compared with 6% in 1991, an increase of only 9%.
- The National Literacy Strategy, introduced literacy and numeracy hours, and reduced
primary school class sizes. It is claimed that these policies are of greater benefit to
disadvantaged groups and so help to reduce inequality.
- City academies, created to give a fresh start up struggling inner-city comprehensive
schools within mainly working-class areas. They aimed to drive up educational
standards. They were funded by business, charities, individuals and sponsors
contributed up to 2 million and appointed the majority of governors. Central
government contributed around £25 million per academy. There were 203 by 2010.
2. The influence of neo-liberal political ideologies
A) Explain how New Labour’s approach to educational policy was influenced by both
social-democratic and neo-liberal political ideologies, including examples to illustrate
and support your points.
- Specialist schools: Labour continued the conservative policy of specialist schools,
rejecting the idea of the ‘one-size-fits-all’ comprehensive and that schools should
specialise in particular subject areas. This would provide diversity and choice within
the education marketplace. According to Estelle Morris, ‘Specialist schools and
Colleges will have a key contribution to make in raising standards and delivering
excellence in schools’ (quoted in Chitty, 2002). In 1997, labour inherited 196
specialist schools from the Conservatives and ten years later there were over 2500
specialist schools - over 75% of all secondary schools in England. However, they
tend to have a higher middle-class intake than non-specialist schools, possibly
accounting for these supposed raised standards.
1. New labour and inequality
A) Outline 5 policies introduced by New Labour (1997-2010) to reduce educational
inequality.
- Education action zones were set up in 1998, they provided additional resources in
deprived areas in attempts to raise the motivation and attainment levels of
underprivileged children. By 2003, there were 73 of these in England. They were
funded by the central government with additional funding from businesses.
- The aim higher programme, attempted to raise the aspirations of groups who are
underrepresented in higher education. FE and HE. In FE, the proportion of 16-18
year olds in England in education and training grew steadily under labour rule from
56.4% in 1997 to 68.6% in 2010. However, the participation varied between social
classes, 85% of those from higher professional class were in full-time education
compared to 57% in the working class, DfES 2004. For example, in 2001, 79% of
young people from professional backgrounds were in HE compared to 55% in 1991.
- Education Maintenance Allowances (EMAs), provided payments to students from
low-income backgrounds to encourage them to stay on after 16 to gain better
qualifications. It was introduced in 2004 but later abolished by the conservative
government. Under labour the numbers of students in higher education increased
from 2 million in 1997/8 to 2.5 million in 2009/10. The government aimed to have
50% of 17-30 year olds in education by 2010, this was 47% in 2010/11. However,
15% of young people from unskilled manual backgrounds were in HE in 2001,
compared with 6% in 1991, an increase of only 9%.
- The National Literacy Strategy, introduced literacy and numeracy hours, and reduced
primary school class sizes. It is claimed that these policies are of greater benefit to
disadvantaged groups and so help to reduce inequality.
- City academies, created to give a fresh start up struggling inner-city comprehensive
schools within mainly working-class areas. They aimed to drive up educational
standards. They were funded by business, charities, individuals and sponsors
contributed up to 2 million and appointed the majority of governors. Central
government contributed around £25 million per academy. There were 203 by 2010.
2. The influence of neo-liberal political ideologies
A) Explain how New Labour’s approach to educational policy was influenced by both
social-democratic and neo-liberal political ideologies, including examples to illustrate
and support your points.
- Specialist schools: Labour continued the conservative policy of specialist schools,
rejecting the idea of the ‘one-size-fits-all’ comprehensive and that schools should
specialise in particular subject areas. This would provide diversity and choice within
the education marketplace. According to Estelle Morris, ‘Specialist schools and
Colleges will have a key contribution to make in raising standards and delivering
excellence in schools’ (quoted in Chitty, 2002). In 1997, labour inherited 196
specialist schools from the Conservatives and ten years later there were over 2500
specialist schools - over 75% of all secondary schools in England. However, they
tend to have a higher middle-class intake than non-specialist schools, possibly
accounting for these supposed raised standards.
