NEW LABOUR

NEW LABOUR

REDUCING INEQUALITY
1. EAZ: raise motivation/achievement in low income, deprived areas - Ofsted praised things like breakfast and HW club
2. EiC: replaced EAZs, had similar aim. Special programs like gifted, city learning centres, mentors, cheap comp lease. More effective than EAZs
3. SURE START: under 4 and families in deprived areas. Improving health, education and employment. Based on early intervention.
  1. (-) Difficult to evaluate - every program is different and only ST results available. Disappointing results after 3 years.
4. EMA: attempted to reduce class gap in education - weekly cash allowance payable to low income 16-19 year olds.
  1. (-) Class gap widened in HE. MC: 79% WC: 16% (2001) (MC:55% WC: 6% - 1991)
  2. (-) contradictory as they introduced tuition fees which reduced WC in HE. (Whitty)
5. Policies like 'Girls into Science and Technology to reduce gender inequality
6. assimilation: ethnic groups to assimilate into British culture. (-) real problem is poverty and racism.
7. MCE: valuing all cultures in school - raise minority pupils self-esteem
  1. misguided; black pupils not failing due to low self-esteem
  2. tokenism; fails to tackle institutional racism
PROMOTING DIVERSITY
1. Specialist schools; rejected osfa view. Spec in particular subject area. - increase comp and raise standards
  1. (-) not clear why standards have risen - Ofsted reports found schools often do better outside spec subject
  2. higher intake of MC students. Low income schools difficulty raising funds
  3. schools can be selective (high in demand) choose more able students. (MC)
2. Academies: plans to turn 200 failing comprehensive schools into A's to improve standards. Mixed results - some improved, some didn't.
ASSESSMENT + TARGETS
1. Pupils, teachers and schools assessed with key stage tests (GCSE, AL, Ofsted)
2. assessments published and schools ranked in league tables
3. key targets set to raise standards, encourage competition and measure performance
SCHOOL LEAGUE TABLES
1. Only based on exam results until recently
2. value added - difference school made from 11-16
3. most improved - GCSE results over time
4. (-) fail to provide accurate measure of school performance. GCSE may say more about social bg + VA doesn't take class into account.
5. 2006- social factors included - what pupils expected to achieve. Schools whose pupils exceed this do well in LT
  1. Grace: low income schools do better here than exam results/ VA measure
6. exam results remain basis for parents decision - encourages recruitment of MC over special needs/excluded as well as teacing to the test, not understanding and learning.
VOCATIONAL EDUC + TRAINING
1. Main role of educ to provide skills+knowledge required for work force
2. Tomlinson: education system must respond to competitive global economy by improving skills/quals
3. Labour seen all education as vocational.
CRITICISMS
1. Tomlinson: they narrowed education to an economic function - obsessed with raising standards so UK can compete in global market
2. preoccupation with comp, choice + standards puts schools under pressure to stay at the top soselect more able pupils.
3. knowledge+understanding not priority - exam tech and rote learning/revision more imp
4. McKnight, Glennerster and Lupton; standards appear to have risen but gap between classes remains as wide as 1989
5. Trowler; as long as social inequality exists in wider society it'll be reflected in educ
6. private/fee paying schools still exist despite labour opposing them
NEW DEAL
1. aim; reduce youth unemployment (18-24)
2. personal adviser to guide them through; training/full time educ, work for 6 months, subsidized job = loss of benefits if they didn't participate
3. (-) 40% failed to find lasting jobs
4. (-) critics; reduction due to economic improvement
5. Labour = great success
VOCATIONAL QUALS
1. Aimed to raise skill level; 2/3 employers see little value in these.
2. GNVOQs; alts to GCSE+AL. rebranded as vocational ALs so could be seen as equivilent
3. (-) cosmetic exercise = route to low paid/status jobs

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