Education Policy: The 1988 Education Act | Sociology for GCSE/IGCSE - Year 11 PDF Download

The National Curriculum and Testing

• The 1988 Education Act, introduced by the Conservative government, established key elements still central to today’s education system. 
• It mandated that all students aged 5 to 16 study core subjects—English, mathematics, and sciences—under the National Curriculum, which began in September 1989. 
• National tests, such as SATs and GCSE exams, were introduced at the end of key stages to assess student performance.

Aims of the National Curriculum

The National Curriculum was designed to:

• Evaluate student performance against national standards, enabling parents and schools to identify whether a child is performing above or below the expected level for their age.
• Enhance the performance of underachieving students and schools that fall below national targets.
• Facilitate parental choice by allowing comparisons between schools, supported by the introduction of school league tables.
• Ensure educational quality by requiring both boys and girls to study compulsory subjects, including science, mathematics, and English, up to GCSE level.

Marketisation in Education

The 1988 Education Act empowered parents to choose their children’s schools, aligning with the concept of marketisation. Schools began operating like businesses, competing to attract students and raise standards. However, Ball, Bowe, and Gewirtz (1994) argue that marketisation has perpetuated advantages for middle-class parents, contributing to social class disparities in education.

Features of Marketisation

• School Promotion: Schools market themselves to attract students by:
  • Publishing details on their websites, including public exam results and Ofsted ratings.
  • Creating prospectuses that highlight facilities and available courses.
  • Maintaining a social media presence and hosting open days to showcase their offerings and operations.
• League Tables: These are annually published statistical comparisons of school exam and National Curriculum test results by the Department for Education. They enable parents to compare school performance, aiding their decision-making process.
• Types of Schools: Parents have access to a broader range of school types, including free schools, faith schools, and academies, and can choose schools outside their local area.
• Finances: School funding is tied to student enrollment numbers. Popular schools receive more funding, enabling better facilities and the ability to attract higher-quality teachers. Businesses can also sponsor schools, providing additional funding and work experience opportunities.
• Parentocracy: Parents, as education consumers, gain increased influence, including the ability to choose schools, ask questions at open days, provide feedback, and challenge school policies.

Evaluation

• Over the past 30 years, the Conservative government’s education policies have led to improved GCSE results, with no subsequent government altering the core principles of the 1988 Act, indicating its success. 
• However, the focus on league tables has led schools to “teach to the test,” potentially limiting students’ critical and lateral thinking skills. 
• Additionally, the emphasis on exam results and league table rankings creates significant stress for students, who face pressure to perform well in SATs and GCSEs.