Assess the view that educational policies since the war, have actively promoted 'equality of opportunity' for all pupils.

In order to achieve these aims, the Tripartite system was introduced. This established three types of schools, grammer, secondary and technical schools. Entry into either of these types of schools was dependant on how well a child did in an IQ test. This test was known as the 11+ exams and was used to determine the ability of the child. According to how well a child did in these exams determined which secondary school they would attend. It was believed that by selecting children for one of the different types of school would, provide the most apt environment for the child to develop and fulfil their relevant talents. This would prepare them for their most suited occupation as adults. In other words, children were categorised by their abilities, either as 'academic' or 'manual' in their skills. The choice of school was made accordingly. The more academic went to grammar schools, the less academic to secondary or technical schools.

The tripartite system, although being a very influential thing to come from the 1944 act, the system didn't offer the equality of opportunity that it was promoting. Pupils didn't have a fair chance to reach their full potential in this new free system. This was because the method of selection at 11yrs was unfair and inaccurate. It was also culturally biased in favour of the middle class children.

In 1965 schools were reorganised. From 1965 till 1979 the comprehensive school system was established. This system abolished the 11+ exam and the three types of school system, as was the tripartite system. Comprehensive schools accepted and taught pupils regardless of status or ability, together under one roof. The aim behind

This was to promote social justice and tolerance. In order to promote equality of opportunities, the government made provisions for more higher education facilities, such as: universities and polytechnics. These higher education systems were aimed at giving better access to the working class pupils, as with the tripartite system equality of opportunities didn't work. The comprehensive system again favoured the middle class over the working class.

The education policies of the 80's put emphasis on preparing pupils for the future of work and industry by introducing 'new vocationalism'. This saw a rise in vocational education such as: NVQ's GNVQ's, YTS and YOP schemes.

! 988 saw the introduction of the '1988 education reform act'. The main aim of this act was again to improve 'equality of opportunities and also to improve standards in education right across the board. This act enabled schools to opt out of local authority control and get funding directly from the government. This period also saw the introduction of 'the national curriculum' and 'SAT's' [national testing at various set age groups] this set the standards that all schools would have to meet. National league tables were also introduced. This enabled schools to be graded on their overall exam success. This encouraged competition between schools and colleges with the aim to raise overall standards. The 1988 act also bought about changes that allowed greater parental choice in the choice of schools that their children would attend. Although these reforms were introduced to again actively promote 'equality of opportunity; they again favoured the middle classes over the lower classes

The late 1990's saw the introduction of 'curriculum 2000' This was a complete revision of post-16 education with the aim of producing a work force with the apt skills needed for the future economy. It also retained the idea of consumer choice. As with all other education policies, it was hoped that this would ensure 'equality of opportunity' But choice was again limited those who were mediocre or not specialised.

In conclusion I would have to say that although all educational policies have tried to actively promote the idea of 'equalities of opportunities' it hasn't happened. Although today in modern Britain there are more choices and advantages for all pupils in education at all stages, the needs of students have been replaced by the needs of the educational establishments and employers.

The education system has changed in many ways over the last 50yrs, always with the aim of improving standards and increasing opportunities. But those changes have made little difference to class inequalities in educational achievement. Education policies still benefit the middle classes the most.