In the 15th Century the idea of 'schooling' began, the church ran the schools

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In the 15th Century the idea of ‘schooling’ began, the church ran the schools. This was not available to all children; mainly boys from wealthy families could attend. It was not until the 1870s when the state became involved in the running of schools, and education was made compulsory. Mass schooling was introduced to treat people fairly and to produce a skilled work force, girls and boys were taught separately. Girls were trained in domestic competence, whilst boys were taught technical skills. Though both had ethnocentric teaching, they were taught the religion, norms and values of their own culture.

After the Second World War to create a ‘land fit for heroes’, Butlers Education Act of 1944 introduced ‘secondary education for all’. This had no effect on the wealthy, as their children continued to attend private schools. Though it aimed to abolish class-based inequalities within education, by providing three types of school, where children would attend based on their ability, know as the tripartite system. The three types of school were:

  • Grammar schools for the academic
  • Secondary technical schools for the artistic/creative
  • Secondary modern schools for everyone else

The principle of this system was to give equal opportunities to all, no matter which class they were, based on their academic ability. To determine which school pupils would attend they would take an IQ test at aged 11. Those who passed the test went to grammar or technical schools, all schools were supposed to have similar standards of provision, know as ’parity of esteem’. This system was criticised for being culturally biased against working class children and unequal amongst boys and girls, here are some examples:

  • Many middle-class children who failed the 11+ were sent into private education by their parents.
  • ‘Parity of esteem’ did not happen secondary schools had a poor image.
  • Girls were often sent to secondary moderns even though they had passed the 11+

In the 1950s Comprehensive schools were introduced, though they did not become popular until the 70’s. The aim was to upgrade current schools as to become as well equipped as the grammar schools, provide a broader curriculum, and create more universities and polytechnics and to increase access for the working classes. Children of all classes, race, gender and ability were to be taught under one roof.

The Most influential legislation since 1944, has been the Education Reform Act produced in 1988,this introduced:

  • Introduction of the national curriculum, (set subjects available to everyone)
  • Standard attainment targets (SATS) for league tables.
  • Marketization
  • OFSTED
  • City Technology Colleges funded by industry, to provide special, oppotunitiees for pupils in inner city areas.
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The education system is one of the most influential institutions in society, which has developed over the years to aim in achieving equal opportunities in education for all of society. From a functionalist view it is needed to ‘prepare children for the outside world in later life’.  

There continues to be varied differences in educational achievements studied in relation to race, class or gender, these interlink with each other, for an example you could have a black girl from a working class whose achievements are high, or a white boy from a middle class whose achievements are lower than ...

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