Social policy. Making use of welfare ideologies critically evaluate developments in social policy since the Second World War with reference to education.
Social Policy and Education 1940 - 2008
For this assignment I will be writing about making use of welfare ideologies critically evaluate developments in social policy since the Second World War with reference to education.
The term social policy relates to guidelines for the changing, maintenance or creation of living conditions that are conducive to human welfare. Therefore social policy is a part of public policy that has to do with social issues such as public access to social programs. Social policy aims to improve human welfare and to meet human needs for education, health, housing and social security. In an academic environment, social policy refers to the study of the welfare state and the range of responses to social need.
Reference: - http://www.polity.co.uk/shortintroductions/samples/dean-sample.pdf web site viewed on 25 / 2 / 2010
Book read: Alcock, C. Payne, S. and M. Sullivan, (2004), 'Introducing Social Policy,' Pearson Education Limited, Essex
Social democracy this is a phrase used to describe the broad band of thinking which first developed the idea of the welfare state and provided it with a theoretical basis. There are a number of approaches within it, but generally social democracy agrees that the duty of a state is to provide for the health and care of its citizens.
Reference: - http://www.answers.com/topic/social-democrats web page viewed on 25/2/2010.
Book read: J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
However Social democracy strongly rejects the new right approach 1970 - 80's because it has been tremendously important in criticising welfare state. It has left a legacy of private companies working within the welfare state this was an unthinkable idea, in the 1940's when the welfare state was first created. Most increasingly, it's influenced remains today on the current policies having an impact thirty years later.
Reference: - http://www.answers.com/topic/new-right web page viewed on 25/2/2010
Books read: - J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
M. Lavalette, A. Pratt (2006) social policy theories concept and issues third addition, sage publication
Third way (new Labour) this is an approach which new labour underpins its policies. Many people have found the third way to be rather confused mixture of new rights thinking mixed with bits of many of the other theories.
Reference: - http://www.answers.com/topic/third-way-uk webpage viewed on 25/2/2010
Book read: - J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
M. Lavalette, A. Pratt (2006) social policy theories concept and issues third addition, sage publication
I am also aware that there are other ideologies like Marxists (the radical socialist) approach, and feminists approach, Marxist this approach develops from karl marx and although much changed and developed, it retains its basic arguments and the societies such as the uk operate to the benefit of the rich and powerful and harm the majority of the population. Marxist approach has also mixed feelings towards the welfare states, but generally it is critically arguing that instead it simply operates to mask these differences in power of wealth.
Reference: - http://www.answers.com/topic/marxism webpage viewed on 26/2/2010
Book read: M. Lavalette, A. Prat (1997)social policy a conceptual and theoretical introduction, sage publications
M. Lavalette, A. Pratt (2006) social policy theories concept and issues third addition, sage publication
The feminist approach has been extreamly influential approaches that can be claimed to have changed the ways in which men and women act. Feminist approach argues that we live in a society which has for centuries operated to the benefit of men and harm of women, because many members of the ethnic minorities are providers of health and welfare services and clients too, any insight have huge potential change.
Reference: - http://www.answers.com/topic/feminism webpage viewed on 26/2/2010
Book read: M. Lavalette, A. Prat (1997)social policy a conceptual and theoretical introduction, sage publications
M. Lavalette, A. Pratt (2006) social policy theories concept and issues third addition, sage publication
However the purpose of this discussion will be focused on the three main ideologies these are social democracy, new right and third way.
There different types of models of education these are humanism, encyclopaedism, vocationism, and naturalism.
Humanism is moral and individualistic.
Encyclopedism Education is seen as based in a body of knowledge which people share. The approach is rationalist and based in the utility of education.
Vocationalism this is linked to the needs of the ...
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M. Lavalette, A. Pratt (2006) social policy theories concept and issues third addition, sage publication
However the purpose of this discussion will be focused on the three main ideologies these are social democracy, new right and third way.
There different types of models of education these are humanism, encyclopaedism, vocationism, and naturalism.
Humanism is moral and individualistic.
Encyclopedism Education is seen as based in a body of knowledge which people share. The approach is rationalist and based in the utility of education.
Vocationalism this is linked to the needs of the economy and the application of education to practical issues. Education is differentiated for different groups of people.
Naturalism this views education as development of the whole person, emphasising child-centered learning and the school as a community
Reference book read: - J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
Grammar schools became the selective tier of the Tripartite System of state-funded secondary education operating in England and Wales from the mid-1940s to the late 1960s and continuing in Northern Ireland. With the move to non-selective comprehensive schools in the 1960s and 1970s, some grammar schools became fully independent and charged fees, while most others were abolished or became comprehensive. In both cases, many of these schools kept "grammar school" in their names. Some parts of England retain forms of the Tripartite System, and there are also a few surviving grammar schools in otherwise comprehensive areas. Some of the remaining grammar schools can trace their histories to before the 16th century.
The Education Act 1944 changed the education system for secondary schools in England and Wales. This Act commonly named after the Conservative politician R.A. Butler, introduced the Tripartite System of secondary education and made secondary education free for all pupils.
Reference book read: - J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
The tripartite system consisted of three different types of secondary school: grammar schools, secondary technical schools and secondary modern schools. It allowed for the creation of comprehensive schools which would combine these strands, but initially only a few were founded. It also created a system of direct grant schools, under which a number of independent schools received a direct grant from the Ministry of Education (as distinct from local education authorities or LEAs) in exchange for accepting a number of pupils on "free places".
Reference book read: - J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
To assess which pupils should attend which school, they took an exam known as the 11 plus. The system was intended to allocate pupils to the schools best suited to their "abilities and aptitudes", but in practice the number of grammar schools, for the academically inclined, remained unchanged, and few technical schools or comprehensive schools were established. As a result, most pupils went to secondary modern schools, whether they were suitable or not, meaning that the majority of education funding went to the secondary modern schools.
Reference book read: - J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
One of the ground-breaking results of the Act was to educate and mobilise women and the working class. It opened secondary school to girls, and the working class, and as a result, a far higher percentage attended higher education after secondary school. This newly found education increased working class awareness of their disadvantaged social position and created a bitter class division between the working and middle class. Such division was illustrated in the theatrical works of John Osborne in the late 1950s.
Reference book read: - J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
The Act renamed the Board of Education as the Ministry of Education, giving it greater powers and a bigger budget, ended fee-paying for state secondary schools, and enforced the division between primary (5-11 years old) and secondary (11-15 years old) that many local authorities had already introduced. While defining the school leaving age as 15, it granted the government the power to raise the age to 16 "as soon as the Minister is satisfied that it has become practicable", though the change was not implemented until 1973. The Act also provided for community colleges, offering education for both children and adults, a measure that was only followed through by a few local education authorities such as the Cambridgeshire Village Colleges, and Coventry, Derbyshire and Nottinghamshire community schools.
Reference book read: - J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
For the first time Butlers act would provide free education for all children and with mixture of the eleven plus this would give opportunities to bright working class people.
Soon after the Butlers act was criticised for failing to see a number of issues like multi faith identity and Butler cannot make out between who failed and went to secondary school and who passed and went to grammar school. The Labour party rapidly took the view and moved towards schooling for children of all abilities of level, which has already taken on board by some of the local authorities.
Reference: http://www.vam.ac.uk/moc/childrens_lives/education_creativity/education_england/index.html webpage viewed on 27/4/2010
Book read P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
Tony Crosland In 1965 the secretary of state education requested all authorities to move towards this secondary schooling. However it was not until the 1976 act that the government used legislation to reorganised education on a complete basis.
Reference: http://www.vam.ac.uk/moc/childrens_lives/education_creativity/education_england/index.html webpage viewed on 27/4/2010
Book read P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
During the mid 1970's had once again returned to the policy agenda and the concern occurred over The UK competitors who are falling behind with many school leavers with high levels of illiteracy and innumeracy. Some would blame this on the creation of schooling for children of all abilities of level that had driven the standards of education on a downward spiral, therefore many in the Labour Party hoped that the new government would get rid of exclusiveness and follow a common education for all children, something the 1944 Butlers Act would have allowed. Unfortunately it has failed to do so.
Reference: http://www.vam.ac.uk/moc/childrens_lives/education_creativity/education_england/index.html webpage viewed on 27/4/2010.
Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
New Right is associated with the politics of the Conservative government (1979-97) under the rule of Margaret Thatcher and John Major, but following the Second World War both parties have had some relationship with the New Right. The New Right itself was divided between a 'Libertarian' wing, which were in favour of the free market in every sphere of activity, and 'Repressive wing who on social issues were concerned to establish social order and obedience, above the rights of individuals.
Reference Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
The new right has also been criticised for blaming the poor because of their own problems however the arguments suggests that the new right were highly important since labour gained power in 1997 and the influence of the new right had declined.
Reference Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
In the 1970's rising youth unemployment and rising crime has a clear turn down of Britain's economy, the concern was that the education was failing to produce appropriately skilled and motivated young workers because the lack of school discipline had disappeared and most of the new teaching style had failed they were just a few of the conservatives critiques of the 1970's educational system.
Reference Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
The social democratic critique of education-that it should promote equality of opportunity, was considered less important than the needs of the industry. This emphasis, and the policies that followed from it, have become known as the New Vocationalism.
Reference Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
Thatcher wanted to achieve a reduction in the powers of the producers i.e. the local education authorities and the teaching staff and increase the powers of the consumers i.e. the parents and the students. She did this by taking control away from the LEAs and centralising it, introducing Grant Maintained schools, this gave parents and students choice of schools to apply for. Not only this, but Thatcher also increased specialisation, which meant that not all schools were the same but rather some were specialised in a certain field or subject. However, this new found choice was contradicted by the fact that some schools (the Grant Maintained Schools in specific) became independent in setting their own standards of entry and criteria for new applicants.
Reference Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
By this, Thatcher wanted to introduce a free market competition, which in theory should lead to high standards and lower costs both for the government and students. Therefore in this act she increased the involvement of private money from the private sector and so the private finance initiative was introduced. Some critics argued that stepping towards privatising the education system meant that standards were going to be forfeited for profits and instead of aiming to raise teaching levels the private sector would aim to increase its investment.
Reference Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
New Labour Third Way claim that it has no empirical content, its defenders see it as a route between what was seen as the excessive paternalism (and statism) of traditional left policies and the excessive individual personal responsibility of the right. The policy of welfare to work dubbed 'tough love' by British thirdwayers was an early example: a combination of a greater emphasis on personal responsibility to find work backed with the threat of withdrawal of benefits, but at the same time a reinforcing of a framework of public support. For a while in the late 1990s, the German Social Democratic Party imitated New Labour with a claim to pursue die neue Mitte, but that claim too disappeared in the 2000s. The concept has a modest salience in the USA where it has become central to the philosophy of the Democratic Leadership Council, the centrist pressure group in the Democrats.
Reference Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
Labour has introduced some policies, which have been widely regarded as constructive, worthwhile and effective. Reducing class sizes especially for younger pupils has worked well, as have the new Educational Maintenance Allowance, which gives up to £30 a week to students from low income families if they have full of very near full attendance. This has been regarding as a good policy as it encourages children who tend to be the worst attending and achieving, to attend and therefore give them a better chance to achieve.
Reference Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
Some of Labour's more criticised policies have been the huge increase in classroom assistants and their powers, which although relieve pressure off teachers have led to less skilled teaching of students by the assistants who have the power to cover and take lessons. Performance Related pay for teachers was introduced although it could be argued it is impossible to measure a teacher's performance as it may not just be their teaching ability which led to good or bad results from the students. Labour have introduced gifted and talented and excellence in cities for higher achieving students which is aimed to increase their chances and give them further opportunities, although many argue it is actually the lower achieving students which need the extra help.
Reference Book read: P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
In conclusion social policy is an area where governments Education and social areas that have had free market approaches and intervening approaches towards them. Thatcher looked to use education to give a good sense of 'right and wrong' and discipline and New Labour continued this they also introduced the programme social exclusion at a young age. Social security had a free market approach under Thatcher. New Labour continued Thatcherism free market principles but where more intervening in doing so through the establishment of the New Deal.
Bibliography
P. Alock (2003) social policy in Britain second addition, palgrave mcmillan
J. Baldck, N. Manning, S. Miller, S. Vickerstaff (1999) 'social Policy), Oxford
K. Blakemore and E. Griggs (2007) Social Policy Introduction Third Addition, Open University Press
M. Lavalette, A. Pratt (2006) social policy theories concept and issues third addition, sage publication
M. Lavalette, A. Prat (1997)social policy a conceptual and theoretical introduction, sage publications
http://www.vam.ac.uk/moc/childrens_lives/education_creativity/education_england/index.html webpage viewed on 27/4/2010.
http://www.answers.com/topic/third-way-uk webpage viewed on 25/2/2010
http://www.answers.com/topic/feminism webpage viewed on 26/2/2010
http://www.polity.co.uk/shortintroductions/samples/dean-sample.pdf
webpage viewed on 25/2/ 2010
http://www.answers.com/topic/marxism webpage viewed on 26/2/2010
http://www.answers.com/topic/new-right web page viewed on 25/2/2010
Sonal Mistry
