Grammar Schools, these were for pupils defined as bright and academic. They studied subjects like maths, science and classics. Less than 20% of the population attended grammar schools.
Technical Schools, these were for pupils with an aptitude for technical subjects. They were taught vocational and engineering skills. About 5% of the population went to technical schools.
Secondary Modern Schools, these were less academic and more practical. They provided less education and less opportunity for exams.
The tripartite system intended to provide separate but equal types of schooling for particular talents of the child.
According to the comprehensive system this was seen as both wrong and inefficient. A well educated workforce leads to economic growth. The tripartite system wasted talent. This reduced people’s contribution to the economy, which meant that everybody suffers.
The tripartite system had provided three schools of unequal quality and unequal status. Replacing all these schools with a single school for everyone would end inequality between schools. It promised equal opportunities for all young people to develop their talents and abilities in schools for equal status – in comprehensive schools. In this way the tripartite system was abolished and the comprehensive schools intended to reduce class differences etc.
The comprehensive type of schooling was based on the principle of one type of secondary school for all children from all abilities and all social backgrounds. It provided the same opportunities to obtain qualifications and training. Unlike Grammar Schools the Comprehensive Schools had no entrance exams or fees; also there was no selection at 11 years of age. The 1980 legislation gave parents and pupils more choice of schools, this was favoured by the labour party, however the conservatives preferred different types of education and schools.
Even though critics of comprehensive schools thought that these types of schools would lower standards evidence showed that in 1983 standards were in fact higher leading to less than 4% attending Grammar Schools compared to 21% in 1969.
It was also thought that comprehensive schools would hold back higher ability children. However a study of 16000 children born in the same week in 1958 showed that high ability children on average made the same amount of progress in reading and maths regardless of the type of school they attended.
Supporters of the comprehensive schools hoped to reduce class differences and to improve the results of working class children. However, class differences continued to exist. Two of the ways class difference still occurred was by streaming and setting.
Setting is when the pupil is in the same set for every subject. The higher class students were mainly in the higher sets and the lower class children were mainly in the lower sets, therefore the comprehensive schools partly maintained social class disadvantages in schooling.
Streaming is when the pupils are in different sets for different subjects depending on their ability. This also led to differences in social classes because all the higher class pupils were in the higher sets and majority of the lower class pupils in the lower sets.
These weaknesses would be supported by those in favour of independant and grammar schools.
Grammar schools aim to teach and to develop social character and leadership skills, fees are paid and entrance examinations are taken.
Independant and grammar schools charge fees for some or all of the pupils, they formed the private sector of education. These type of schools do not have to teach the national curriculum but they have to conform to regulations like safety and hygiene. Due to the high standards of education there is a strong link between independant schools and the top jobs in society. Most of the pupils in these types of schools are largely drawn from the upper class.
Aswell as these advantages for upper class students only there are also many disadvantages for independant and grammar schools. For example, they may only be suited to particular groups in society, this can cause segregation. For the lower class who want to gain high standard of education, going to grammar schools will be too expensive for them. Grammar schools also encourage snobbery and do not teach the national curriculum.
Despite these arguments the government have introduced many policies to reduce social and class differences. Foe example, the new labour government published a new policy document entitled 'excellence in schools'. It states that they intend to overcome economic and social disadvantages and to make equality of opportunity a reality. This involved finding new ways of motivating young people in deprived inner city areas and doing something about underachieving schools.
Education action zones were introduced and were located in deprived urban areas with low levels of educational attainment. By April 2003 there were 72 EAZs each run by an action form made up of parents,representatives from local schools and businesses and from local and national government. Each zone was given £1 million to spend. Teachers and schools were encouraged to be flexible and innovative, for example, running saturday classes and a variety of work related courses.
However, despite all these policies being introduced the weaknesses of comprehensive schools cannot be ignored.
