Educational Inequalities in the UK - Case Study Example

Educational Inequalities Educational Inequalities Introduction Education policy is a term that refers to the principles, rules and regulations that govern the scope of education sector. Nations all around the world place priority on the agenda of education improvement, as the sector is fundamental in every economy (Killen, 2007, p.25). The education policy sets out the objectives and purpose that education will achieve. The policies concerned with education also focus on creating positive social change that will contribute to better values in the community (Smith, 2007, p.96). England has undergone major education policies since the 1870’s but most prominent were the policies in and after 1988. The policies have had more concern on fostering great results to the society and less concern on creating equality. Education Policies The period before 1988 In the 1870, the British government introduced a free elementary system of education. During the same period, students were paying a fee to secondary institutions. The system of paying fee to secondary schools ended by the year 1944 (Adonis, 2012, p.27). This is because reforms introduced in 1944 led to a shift that saw secondary students experience free education (Swann and Law, 2013, p.37). The case of inequality was at the time a dominant issue around England. The structure of the education system was tripartite comprising of three segments namely, grammar, technical and secondary schools. The system deemed equality as a situation that led to esteem parity. Unfortunately, the number of technical schools was very small (Tomlinson, 2012, p.41). Consequently, the small size of technical school created a situation that made the system appear to be bipartite encompassing grammar and secondary schools. In addition, the grammar schools had a competitive nature thereby resulting into selectivity of students that fostered inequality. Students who did not make it to grammar schools went to secondary moderns (Allais, 2014, p.54). New education strategies occurred in the 1960s involving the development of comprehensive schools. Nonetheless, the government maintained the provision of comprehensive education. The comprehensive system lessened the cases of discrimination. Selection did not take into consideration the economical class of a student, rather the system focused on upgrading the prospects of the learners (Green, 2013, p.35). Several factors drew back the system including poor discipline among students coupled with poor teaching techniques. Grammar schools performed better as compared to the comprehensive counterparts. During and After 1988 Increased political concern about the system of education, led to the development of an Education Act in the year 1988. The foremost prominent leader about transformation of education was Margaret Thatcher (Gorard, 2010, p.44). The Education Act led to the birth of a National Curriculum that applied to students who were attending maintained schools (Evans, 2007, p.41). The government became more involved in the provision of education than ever before as power shifted from Local Education Authorities (LEA) to the state. It became a requirement that the education secretary to develop and publish the relevant materials for learning (Fuller, 2009, p.62). The education secretary would also set education targets in all the subjects that make up the scope of education. Education, which was before a public service, became a market around England. Four critical stages formed the basis of the curriculum. The first stage comprised of students aged 5 to 7yrs, followed by the second level of students aged 7 to 11years. The third stage took on students aged 11 to 14 while the last stage focused on students with the age of 14-16 (Mill, 2008, p.94). The students from the second stage all the way to the last stage had to take tests known as SATs. Generally, Science, English and mathematics were core to all students’ regardless of the stage. Despite that, various fundamental subjects became an integral part of different education stages (Chitty, 2014, p.27). To be precise, geography, history, design and technology as well as art and design were founding units of level 1-3 learners. All the stages had the privilege of enjoying physical education and Information Communication Technology programs of study. Equality Equality, a factor that the Education Act of 1988 and subsequent reforms have never achieved, entails eliminating discrimination in the schools. An education system only creates equality when all pupils across the nation get the same learning opportunities despite race, gender or background (Sadovnik, 2011, p.71). The discrimination in this particular case relates to the manner in which the school administration treats parents concerning recruiting their children (Abbott, Rathbone and Whitehead, 2013, p.62). England discriminates the children based on the social class of the parents. Essentially, the reforms have created a situation where the students from poor families go to poor schools while those from wealthy families attend good schools. The discrimination goes to the extent of the quality of education offered to the students (Brown, Lauder and Aston, 2011, p.25). Evidently, the students with a poor background get substandard education unlike the wealthy who gain quality education due to favour from the changes in the education system. Outcomes and Inequality A major flaw in the education system was the regard of teachers as producers. Education became a product while the parents became consumers, as they would determine the school that their children would attend (Vaughan & Archer, 2010, p.212). Public choice became a critical aspect in the marketability of education. Even the objectives of the National Curriculum did not single out the aim of achieving equality as part of the objectives. The goals of the National Curriculum are to build the cultural, mental, spiritual and moral qualities of students (Tomlinson, 2008, p.74). Secondly was the aim of preparing students for the experiences and duties that come with adulthood. Clearly, the system had more concern for results that would benefit the society. Among other things, the curriculum also led to an improved inspection structure for learning institution named Ofsted (Oplatka, 2010, p.151). Management of budgets for the schools became localised. City Technology Colleges established in some cities around England. Recent reforms continue to promote the objective of improving the outcome of education in the economy. The government sets to replace the Information Communication and Technology program with an advanced curriculum of computing. The emphasis of the shift lays on the need to enhance the skills of learners in compliance with the new trends Renold, Paechter, and Jackson, 2010, p.30). The skills include the ability to program computers and other technological systems. The move is fundamental, given the improvement in technology. The government strives to enlighten the young generation in schools with all the relevant knowledge about digital operations (Wang, 2013, p.28). This is because of the desire of creating a workforce that will be efficient in creating technological products for England’s future (Hinton-Smith, 2012, p.62). It will serve as a foundation for students who specialize further in the field. The ultimate result will comprise sophisticated technological equipment that will improve the living standards Inequality occurred as the Education Policies characterized by wide marketization had less positive effects to the poor. A good example of why the education system of England has a focus for results is the specialised schools (Allais, 2014, p.69). The government introduced the specialised institutions to create quality standards in certain fields such as music and technology. Logically, the parents who have no educational training are at a disadvantage as compared to wealthy parents who are most likely educated (Vaughan & Archer, 2010, p.196). More often than not, the rich parents in the society will take a comprehensive look at learning institutions by going through ofsted reports. As a result, the access of such information by rich parents makes it possible to take their children to good schools that offer quality education (Cameron, 2014, p.84). The lack of such knowledge by parents who are working results in the parents sending children to poor school with substandard education. Another factor that created inequality is the lottery on post-code and is attributable to the broad strategy of marketization. As per the lottery, higher chances exist that parents will move around the best school area to support the education of their students (Brown, Lauder and Aston, 2011, p.32). This moves inequality up as only the rich parents can afford to relocate to the areas close to good schools. The poor have no option but to take their children to poor learning institutions (Pring, 2012, p.45). In addition, the cost of education has been on the increase around England judging by the continued rise in the tuition fee (Gorard, 2010, p.34). Poor families or students who are in the working class category simply cannot afford the high cost. On the contrary, rich families can afford the increasing cost of tuition thereby fostering inequality. Additional reforms since the year 1988 proved the governments regard for a great outcome and disregard for equality. One particular reform is the vocational education that the government desired to use as a tool of enhancing talents of students who will subsequently create a sustainable workforce in the future. National League Tables is yet another results oriented reform that occurred after the year 1988 (Fuller, 2009, p.53). Under the reform, the government requires schools to publish results of student’s exams that eventually land on league tables. Competition among learning institution increases due to the strategy, which in turn increased marketization (Haywood and Mac an Ghaill, 2012, p.70). To be among the best schools requires a given institution to attain a higher level of efficiency. Inequality has developed because of the issue of league tables. Uneducated parents cannot effectively analyse the league tables thereby making the judgement on which school to send their children unreliable (Green, 2013, p.57). On the other hand, the wealthy parents who have attained higher learning take time in evaluating league tables of different schools. Using the knowledge, parents make the right decision of the best schools to take their children. Additional changes in the Education Policies of England saw the growth of Formula funding. The reform lays on a basis where the government allocates funds to schools depending on the number of students the learning institution attracted (Ball, 2013, p.33). Institutions that attract a large number of learners get the reward of funding, which acts as an incentive to improve (Chitty, 2014, p.27). Unlike poor schools, quality schools associated with wealthy individuals attract many children from rich families and become successful. This continues to increase the gap of inequality among the different classes within England’s economy. The system fails to understand that parents want their children to get equal opportunities at school through non-discrimination (Abbott, Rathbone and Whitehead, 2013, p.44). Once the children get equal opportunities in schools, they will stand equal opportunities in the job market. The perspective of the National Curriculum is of the inclination that parents desire more than anything else does to get high achievements through education. Conclusion An education policy is a set of principles and rules set by the government to exercise control on the education system within the nation. England’s education system since 1988 has been discriminatory in nature. This is because the system has benefited the wealthy individuals at the expense of the poor in the society (Evans, 2007, p.37). Education Policy that led to the growth of a National Curriculum considers education to be a product. The society happens to be a market for the product with parents being consumers (Sadovnik, 2011, p.49). Consequently, education requires marketing to the parents, a move that has led to competition among learning institutions. Several reforms during and after the Education Act of 1988 have gone to show the desire by England’s government to promote productivity of the young generation in the future (Adonis, 2012, p.21). Top on the list is the introduction of vocation education, rising tuition fees, development of formula funding, and League Tables in all schools. Bibliography Abbott, I, Rathbone, M and Whitehead, P (2013). Education Policy. Thousand Oaks:Sage  Adonis, A. (2012). Education, education, education: reforming Englands schools. London: Biteback Publishing Allais, S. (2014). Selling out education: national qualifications frameworks and the neglect of knowledge. Rotterdam: Sense Publishers. Ball, S. J. (2013). The education debate. Bristol: Policy. Brown, P, Lauder H and Aston D, (2011). The Global Auction: the Broken Promise of Education, Jobs and Incomes, Oxford: Oxford University Press Cameron, C. (2014). Improving Access to Further and Higher Education for Young People in Public Care European Policy and Practice. Jessica Kingsley Publishers. Chitty, C (2014) (3rd edition). Education Policy in Britain, Basingstoke: Palgrave Macmillan Evans, G (2007). Educational Failure and Working Class White Children in Britain, Basingstoke:: Palgrave MacMillan Fuller, C (2009). Sociology, Gender and Educational Aspirations: Girls and their Ambitions, London: Continuum- e-book published in 2011 Gorard, S (2010). Equity in education; an international comparison of pupil perspectives, London: Palgrave MacMillan Green, A. (2013). Education and state formation: Europe, East Asia and the USA. London: Palgrave MacMillan Haywood, C and Mac an Ghaill, M (2012). Education and Masculinities: Social, Cultural and Global Inequalities, London: Routledge Hinton-Smith, T. (2012). Widening participation in higher education; casting the net wide. Basingstoke: Palgrave Macmillan Killen, R. (2007). Teaching strategies for outcomes-based education. Cape Town: Juta Mill, J. S. (2008). Considerations on representative government. Rockville: Serenity Publishers Oplatka, I. (2010). The legacy of educational administration: a historical analysis of an academic field. Frankfurt: Peter Lang. Pring, R (2012). The life and death of secondary education for all. London: Routledge Renold, E, Paechter, C and Jackson, C. (2010). Girls and education 3-16; continuing concerns, new agendas, Maidenhead: Open University Sadovnik, A (2011). Sociology of Education: a Critical Reader. London: Routledge Smith, E (2007). Analysing Underachievement in Schools, London: Continuum International Publishing Group. Swann, S. & Law, I. (2013). Ethnicity and Education in England and Europe: Gangstas, Geeks and Gorjas. London: Ashgate Publishing. Tomlinson, S (2008). Race and education: policy and politics in Britain. Maidenhead: Open University Press Tomlinson, S (2012).Ignorant jobs: low attainment in a global knowledge economy, London: Routledge Vaughan, M., & Archer, M. S. (2010). Social conflict and educational change in England and France 1789-1848. Cambridge: Cambridge University Press. Wang, Y. (2013). Education policy reform trends in G20 members. New York:Springer Science & Business Media Read More