Social Policy and Education
Core Study guide
Paper 1: Education with Theory and Methods
Specification Area:
The significance of educational policies, including policies of selection, marketization and privatisation, and
policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role,
impact, and experience of and access to education. The impact of globalisation on educational policy.
Name:
,Introduction
It is important to note that the education system has not always been as it is today. In fact, it has changed
dramatically since its introduction.
Before the industrial revolution in the late 18th century, there were no state schools; education was only
available to a minority of the population. It was provided by fee-paying schools for the rich and by the
church for the poor. Industrialisation increased the need for an educated workforce, and from the late 19 th
century the state became more involved in education. In 1880 the Forster Act made education compulsory
from 5-13; the type of education received depended upon class background, and schooling did little to
change pupils’ ascribed status. Middle-class pupils followed an academic curriculum to prepare them for
office work and managerial positions. Working class were equipped with basic numeracy and literacy
needed for routine factory work.
The purpose of this topic is to discuss the changes that have occurred within the education system which
have led us to the system that we rely upon today. Most of the examiner’s emphasis is focused on post
1979 policies in education; however, you are still expected to know what the education system was like
before this date in order to compare it to our contemporary system.
Educational policy usually revolves around the following issues:
1. Equal opportunities – How can the government influence the level of inequality in education?
2. Selection and choice – should parents and pupils have free choice on which school they attend?
Should schools have the freedom to be selective with enrolment?
3. Control of education – Who should control schools and the content that they teach?
4. Marketisation and privatisation - Should schools be run like private businesses and therefore
participate with an ‘education market’?
Background information to provide context
Around 7% of the school population have chosen to opt out of the free, state-funded
education system altogether and attend fee-paying private sector education—the
independent schools. There is a wide diversity of schools in the private sector, some of
which are so small that they are almost better thought of as parents home schooling their
children. Some claim that this industry provides more diversity compared to the state system as parents
1
,can buy any form of education that they deem to be suitable for their child. Examples include specific faith-
based schools that shape their own curriculum based on the religion that the school subscribes to. This
would not be allowed within the state system (to an extent, although there are many faith-based schools
in the state sector) and whilst it may seem unconventional, demand for independent schools remains
relatively strong.
Public schools
Most research and discussion of the private sector of education has been about what are known as the
‘public schools’ which are very expensive private schools. The reason for this attention is that entry to these
schools appears to be a passport to academic success, to high-status universities and to prosperous and
influential careers.
The most exclusive private schools are actually ironically known as ‘public schools’ which charge
phenomenally expensive fees as they have long-standing reputations for guaranteeing success. On
average, public schools charged around £13,500 per annum for day students and £28,000 per annum for
‘Boarders’ in 2014. The most prestigious public schools in England are Eton and Harrow which have
educated most of our Prime ministers. As of 2014, Eton charged £35,000 per annum plus extra costs for
boarding students.
To some parents, these costs are justified as The Sutton Trust (2011) found that students who attend such
schools are 7 times more likely to be offered places at Oxford or Cambridge universities compared to the
average state educated student. What’s more startling is in the same study, it was found that statistic
increases to 55 times more likely compared to students who are materially deprived. Many public schools
are also selective schools and have entrance exams, so the average ability of the pupils in these schools is
higher. Many people defend the private education sector, arguing that parents should be able to pay for
their child to get a higher-level education if they wish to. Teachers’ salaries also tend to be higher in the
private sector, so they attract the best teachers possible.
Elite Education and Elite Jobs
A public school education remains a prime qualification in being appointed into
the most elite jobs in society today—and although only 7% of the population are
educated in independent schools, many of the top jobs in law, government, the
media and banking are held by people who have.
In many cases, even well-qualified candidates from state schools will stand little
chance of being employed in these jobs if they compete against somebody from an independent school. A
public-school education therefore means that most well-off parents can guarantee that their children will
have well paid careers in the future, bringing them levels of power and status similar to those of their
parents. This undermines the principle of equality of educational opportunity, and the idea that society is
meritocratic.
2
, Background information to provide context
The History of state education
1870-1944
Education in the UK was not widely introduced until 1870 through Forster’s education act. Surprisingly,
Forster’s education act was not popular. This was mainly due to many employers not wanting to lose
children from the workplace and many employers claimed that they did not want the working class to
‘think’ about their lives in fear of a revolution. However, the pressure for children
to be removed from the workforce grew and in 1880 education became
compulsory from ages 5-13. Forster’s ideas prompted a movement for education to
become universal to everyone and become a right for all rather than a privilege to
the few who could afford it.
Even with education being compulsory after 1880, the standard of education was fairly basic. Schools were
governed by local boards (usually centred around religious teaching) in which boys were taught more
technical skills compared to the domestic competence taught to girls. Free education ended at 13 however
a small proportion of intelligent working-class children were able to compete for scholarships to continue
their education to fee paying schools post 13. The idea behind free education for all was triggered by the
desire for the UK to compete with other countries around the world in standards of manufacture and
industry.
This system prevailed until the end of the Second World War in which the ‘Social Democratic’ perspective
started to gain momentum. This perspective believed that society should be based on justice and fairness
along with the idea of meritocracy. It was believed that education had a significant role to play in achieving
this kind of society and this movement prompted significant educational reform in 1944.
3
Core Study guide
Paper 1: Education with Theory and Methods
Specification Area:
The significance of educational policies, including policies of selection, marketization and privatisation, and
policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role,
impact, and experience of and access to education. The impact of globalisation on educational policy.
Name:
,Introduction
It is important to note that the education system has not always been as it is today. In fact, it has changed
dramatically since its introduction.
Before the industrial revolution in the late 18th century, there were no state schools; education was only
available to a minority of the population. It was provided by fee-paying schools for the rich and by the
church for the poor. Industrialisation increased the need for an educated workforce, and from the late 19 th
century the state became more involved in education. In 1880 the Forster Act made education compulsory
from 5-13; the type of education received depended upon class background, and schooling did little to
change pupils’ ascribed status. Middle-class pupils followed an academic curriculum to prepare them for
office work and managerial positions. Working class were equipped with basic numeracy and literacy
needed for routine factory work.
The purpose of this topic is to discuss the changes that have occurred within the education system which
have led us to the system that we rely upon today. Most of the examiner’s emphasis is focused on post
1979 policies in education; however, you are still expected to know what the education system was like
before this date in order to compare it to our contemporary system.
Educational policy usually revolves around the following issues:
1. Equal opportunities – How can the government influence the level of inequality in education?
2. Selection and choice – should parents and pupils have free choice on which school they attend?
Should schools have the freedom to be selective with enrolment?
3. Control of education – Who should control schools and the content that they teach?
4. Marketisation and privatisation - Should schools be run like private businesses and therefore
participate with an ‘education market’?
Background information to provide context
Around 7% of the school population have chosen to opt out of the free, state-funded
education system altogether and attend fee-paying private sector education—the
independent schools. There is a wide diversity of schools in the private sector, some of
which are so small that they are almost better thought of as parents home schooling their
children. Some claim that this industry provides more diversity compared to the state system as parents
1
,can buy any form of education that they deem to be suitable for their child. Examples include specific faith-
based schools that shape their own curriculum based on the religion that the school subscribes to. This
would not be allowed within the state system (to an extent, although there are many faith-based schools
in the state sector) and whilst it may seem unconventional, demand for independent schools remains
relatively strong.
Public schools
Most research and discussion of the private sector of education has been about what are known as the
‘public schools’ which are very expensive private schools. The reason for this attention is that entry to these
schools appears to be a passport to academic success, to high-status universities and to prosperous and
influential careers.
The most exclusive private schools are actually ironically known as ‘public schools’ which charge
phenomenally expensive fees as they have long-standing reputations for guaranteeing success. On
average, public schools charged around £13,500 per annum for day students and £28,000 per annum for
‘Boarders’ in 2014. The most prestigious public schools in England are Eton and Harrow which have
educated most of our Prime ministers. As of 2014, Eton charged £35,000 per annum plus extra costs for
boarding students.
To some parents, these costs are justified as The Sutton Trust (2011) found that students who attend such
schools are 7 times more likely to be offered places at Oxford or Cambridge universities compared to the
average state educated student. What’s more startling is in the same study, it was found that statistic
increases to 55 times more likely compared to students who are materially deprived. Many public schools
are also selective schools and have entrance exams, so the average ability of the pupils in these schools is
higher. Many people defend the private education sector, arguing that parents should be able to pay for
their child to get a higher-level education if they wish to. Teachers’ salaries also tend to be higher in the
private sector, so they attract the best teachers possible.
Elite Education and Elite Jobs
A public school education remains a prime qualification in being appointed into
the most elite jobs in society today—and although only 7% of the population are
educated in independent schools, many of the top jobs in law, government, the
media and banking are held by people who have.
In many cases, even well-qualified candidates from state schools will stand little
chance of being employed in these jobs if they compete against somebody from an independent school. A
public-school education therefore means that most well-off parents can guarantee that their children will
have well paid careers in the future, bringing them levels of power and status similar to those of their
parents. This undermines the principle of equality of educational opportunity, and the idea that society is
meritocratic.
2
, Background information to provide context
The History of state education
1870-1944
Education in the UK was not widely introduced until 1870 through Forster’s education act. Surprisingly,
Forster’s education act was not popular. This was mainly due to many employers not wanting to lose
children from the workplace and many employers claimed that they did not want the working class to
‘think’ about their lives in fear of a revolution. However, the pressure for children
to be removed from the workforce grew and in 1880 education became
compulsory from ages 5-13. Forster’s ideas prompted a movement for education to
become universal to everyone and become a right for all rather than a privilege to
the few who could afford it.
Even with education being compulsory after 1880, the standard of education was fairly basic. Schools were
governed by local boards (usually centred around religious teaching) in which boys were taught more
technical skills compared to the domestic competence taught to girls. Free education ended at 13 however
a small proportion of intelligent working-class children were able to compete for scholarships to continue
their education to fee paying schools post 13. The idea behind free education for all was triggered by the
desire for the UK to compete with other countries around the world in standards of manufacture and
industry.
This system prevailed until the end of the Second World War in which the ‘Social Democratic’ perspective
started to gain momentum. This perspective believed that society should be based on justice and fairness
along with the idea of meritocracy. It was believed that education had a significant role to play in achieving
this kind of society and this movement prompted significant educational reform in 1944.
3
