For the purposes of this study, I will define EAZs as a form of compensatory education. As a government policy, EAZs are a strategy devised by the Labour Party to raise achievement in inner city schools.
Rationale I am interested in differential achievement in education across Coventry and how the government is addressing the problems of socially deprived catchment areas. I have a connection through my father who works in an Education Action Zone in Coventry, which would be an effective way of examining government policy. For the purposes of this study, I will define EAZs as a form of compensatory education. As a government policy, EAZs are a strategy devised by the Labour Party to raise achievement in inner city schools. In my study I wish to explore the effect that these initiatives have had on the level of achievement in the schools involved. My general aims are: * To see whether EAZs compensate for home backgrounds. * To consider the social structure of the catchment area and how this affects teaching. * To investigate the intervention of government policy and how it has addressed problems in EAZ areas. * Examine the effectiveness of the Education Action Zone in terms of achievement. Therefore, my hypothesis is "Education Action Zones improve the achievement of students from socially deprived areas." (180 words) Contexts and Concepts The theory of cultural deprivation poses problems for the ideal of equality of opportunity in education. By compensating for the deprivations of low-income groups, deprived students would have an increased chance to seize
The 1944 Education Act.
The 1944 Education Act After the 1944 Education Act, intelligence tests formed the basis of the 11-plus examination, used to decide whether a child should proceed to a grammar, secondary modern, or technical school. Within these schools, and in larger primary schools, pupils were also streamed according to ability. The result of this selection was that most working-class children ended up in secondary moderns and most middle class children in grammar schools. To some educationalists this reinforced that intelligence is derived genetically, while to others it indicated that the whole basis of selection was unfair. The nature/nurture debate - of whether it is environmental or hereditary factors (or both) that determine educational and occupational success - continued to be waged. The system of selection at age 11 was challenged by the movement towards comprehensive schools and the abolition of the 11-plus by most local education authorities in the 1960s. In many schools, mixed-ability teaching replaced streaming. This was an attempt to break what was regarded as socially divisive and unfair system of selection which labelled so many working-class children as failures. In 1969, arguments about intelligence and 'race' were sparked off when Jenson published a paper in the USA which claimed that operation Headstart, a compensatory education scheme, had failed to improve the
essay question sociology - education
Is the education system based on merit? (25) According to Durkhiem (Functionalist), school provides a positive function, he states that education is important to create social solidarity, in socializing individuals, and it trains people for their future occupation. David Hargreaves on the other hand was influenced by Durkhiem and argued that modern schools focus too much on developing the individual and less on the duties the student should towards the school and the group. He argues children who do no perform well in their exams lose dignity, feel disintegrated and form anti-school subcultures. He recommends allowing students to study those fields in which they have an interest in, existence of some compulsory subjects and extra curricular activities. Talcott Parsons (functionalist) states that family teaches a child particularistic values (child will be treated differently) whereas school teaches universalistic values(equally treated). He states that school and rest of the society are based on 'Merit', because the rest of the society is also based on merit the society prepares the child to enter the adult world for example exams. He also goes on to argue that schools are important in creating value consensus, schools teach students two important values; values of achievement- this is achieved as students are encouraged to do well, those who do well get rewarded. The value
Describe the different purposes of education according to different sociological perspectives.
Describe the different purposes of education according to different sociological perspectives. Education as a whole is a vital part of socialisation, and has been called the 'secondary' socialisation after the family. Functionalism confirms this theory with the idea that education is another social system within the structure, helping the society to function. Parsons states that the school compensates for the defective socialisation sometimes present, especially in dysfunctional families. For example some families may fail to instate the morals of society and so that is left up to the school. Merton continues the theory by concluding that within the family the status is ascribed and therefore does not reflect the real world. In the school status has to be achieved and is only done so on merits providing a better preparation for the outside world. This is a preferable socialisation as the wider society expects and relies upon achieved status. Ottoway & North suggest that the schools are useful because they pass on knowledge and skills to the next generation, this is to keep society functioning. It also sustains and in the long term will improve present knowledge. Moore & Davies back up this theory stating that the school provides an 'economic placement'. Through qualifications, it allocates placements of individuals into the employment structure. Durkheim incorporates all
Describe and assess the provision of education in Britain since 1944.
Essay: Describe and assess the provision of education in Britain since 1944 Since 1944 Britain has experienced a series of major changes to the structure organisation and content of their education system. There have been 4 main types of schools since this time, which have especially experienced these changes, those which fall into the tripartite system, comprehensive, vocational and private/independent schools. I am going to look at all of these and assess the rest of the changes that have taken place from 1944 onwards. 944 saw the rise of educational importance with the revolutionary education act. This act introduced the concept of meritocracy and was based dominantly on the principle of equality for all. Its main features were: the introduction of pupil education based on 'age, ability and aptitude', education to be in 3 stages: primary, secondary and further this meant that secondary education would be free for all in the future, the starting of raising compulsory schooling age to 15. It also had further provisions such as the LEA's focus on education for the blind, deaf and physically handicapped, the ministers new powers to overrule LEA's decisions and free milk for all. The Tripartite system was a very influential thing to come out of the 1944 act. It was to be based upon a parity of esteem, introducing a wider range of chose and catering for all types of students,
Assess the view that the main aim of social policy has been to reduce social class inequality in education
Assess the view that the main aim of social policy has been to reduce social class inequality in education Many governments of the last century have attempted to tackle the issue of class inequality through the education system. Both Labour and Conservative governments have aimed to reduce social exclusion through the provision of education to a wider section of society. The 1870 Education act provided free state education for the first time. Prior to this, the majority of working class families had been unable to afford the expensive private education that had served the wealthy upper class before. Although the 1870 act did provide new opportunities for the working class, it could be argued from a Marxist perspective that the act served more to reproduce class inequalities than reduce the gap between social classes. This could be the case, as the act was partly implemented to create a more suitable workforce for the new jobs created by the industrial revolution- the ruling classes needed competent employees in order to continue profiting from their labour. By 1944 it had become obvious that the state education system was failing the working classes and something had to be done. The war had brought different classes together somewhat and it was realised that a fairer education system was needed to provide social justice and reduce class inequality. The Act introduced the
Public education
PUBLIC EDUCATION 2004 No other country in the world spends so much money on education, including governmental and private funds, as the United States. Nevertheless, according to information of Organization for Economic Cooperation and Development, in spite of huge expenses, American students don't demonstrate good knowledge in comparison to their foreign colleagues. George Bush understands all educational problems in the country and makes all efforts to improve situation. In such a way, he signed Educational Law in January 2002, where he re-examined several fundamental conceptions of American educational system. From that time governmental funds for educational needs are spread to educational establishments and institutions by principle of condition. During 12 years educational institutions should establish "mastery level" on mathematics and reading and to provide stable progress in those fields in order to receive governmental funds. Level of students' progress is determined with help of special annual tests. In order to improve progress in studies, educational establishments are allowed to receive help from the side of religious organizations. These organizations are allowed to organize additional evening courses. In accordance with information of National Assessment of Educational Progress, after this law came into force, success of American students in studies was
education act
Social Policy THE 1906 AND 1907 EDUCATION ACTS Introduction From 1906, after the Liberal Party won the General Election, there was increasing pressure for reform measures towards social justice. The 1906 Education Act was introduced for the Provision of Meals in school, and the 1907 Education Act for Administrative Provisions such as School Medical Inspection. The problem of child malnutrition was highlighted when youth were rejected from recruitment for the Boer War (1899-1902). The Inter-Departmental Committee on Physical Deterioration, 1904 recommended various reforms for children [Lund, 2002]1. Discussion The liberal government's reforms in relation to children were the first initiatives to tackle destitution and its effects on children. The 1906 Education Act for provision of meals and the 1907 Education Act for the provision of medical inspection in schools were followed by legislation strengthening the law protecting children from cruelty and neglect, and legislation "publicly emphasizing the social rights of the child" [Frost, 2005: 279]2. Provision of Meals The cost of providing meals for elementary school children who were otherwise unable to make use of the provision of education due to lack of food, was met by the Local Education Authorities. Those parents who could afford to pay the subsidized cost of the meal, were charged the nominal amount of one penny
Citizenship Education
John Bolton, BA(chs) year 3 Citizenship Education What controversial issues might arise in the classroom, and how might they be dealt with? This issue can be split into two discussions, and before either can be entered into, a brief examination of citizenship education would be helpful. Citizenship is a wide-reaching subject, embracing existing curricular topics as well as introducing new concepts. In autumn of 1998, Professor Bernard Crick produced the report of the Advisory Group on Citizenship, which can be regarded as something of a bible for educationalists studying this subject. For a definition of citizenship as a concept, there can be no higher authority to turn to than the Secretary of State for Education and Employment, David Blunkett; It is essential that we do more to help young people develop a full understanding of their roles and responsibilities as citizens in a modern democracy, and to equip them better to deal with the difficult moral and social questions that arise in their lives and in society. (http://www.citizen.org.uk/education2.htm) It is to these moral and social questions that we now turn our attention, since these are surely the controversial issues one might encounter in the classroom. But what are controversial issues? And how does one contextualise them - to whom are they controversial, and what do they pertain to? These questions will
adult education
In modern industrialised society, it is difficult to determine, when a person suddenly and unambiguously becomes an adult. In Britain, compulsory full time education finishes at the age of 16 and the process of becoming an adult thought to be begins between the ages of 16 to 21 with the attainment of full adult rights, roles and responsibilities. In this period of age there are many markers such as right to vote, drinking alcohol and permission to marry without parents consent and undoubtedly the social and psychological maturation could vary from one individual to another. Learning policy tends to treat adults as people aged 19 or over. One thing is clear that the definitions of adult in educational terms tends to come later than earlier, this is because primarily there is already distinction provision for 16 to 19 years old and also for some 18 to 21 year old in higher education. Therefore, adult education is often thought to begin where these end and is sometimes referred to 'post initial' for this reason. Several educational institutions still apply the age 25 to differentiate between 'ordinary' and 'mature' students; at the same time some are more concerned with the number of ineffective years outside the educational system. (Squire, G. 1987) According to Roger (1986) the term adult means a person's status or acceptance by a society in which
