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Support education for the benefit of productive industry, highlighting the importance of education for economic success (2012).
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This timeline will look at arguments for education as a process of discovering the truth against education as a production line, churning out low quality end 'products'.
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Governement spending on social investment e.g education was productive because it increased purchasing power; therefore increased demand for goods produced by the industry and minimised unemployment (McKenzie, 2001)
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Looked at education based on a tripartite division of Grammar, Secondary Modern and Technical High Schools. Education above the age of 11 does not correspond with the actual srtucture of modern society with economic facts (Jones, 2003: 20-21)
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With regards to child centred education children are to attend one of three broad types of education (Jones, 2003: 21-22).
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Provdided education for all, offered a varied and comprehensive system, suggesting tripartite (McKenzie, 2001)
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Under Attlee's government, as a response from the Beveridge report of 1942. An attitude of democracy and equality because everybody had suffered the wars consequences (McKenzie, 2001)
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In circular no.73 the government told local authorities to think in terms of three types of secondary state schooling; grammer, secondary modern and technical schools (Jones, 2003).
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more educated people for a higher skilled workforce (Roderick and Stephens, 2011)
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Child centred learning, supporting comprehensivisation and freedom of the individual (McKenzie, 2001)
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This paper asked Local Education Authorities to introduce a system of comprehensive secondary schools supporting fairer opportunities for all children (McKenzie, 2001)
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With recessions that hit and rising unemployment, the Callaghan's labour government started to focus on education and the economy together (Bates and Lewis, 2009)
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A mergance of CSE and O-Levels, less room for practical learning with GCSE, oral skills were outweighed by written skills. This is where the production line took over in that there was no room for manouvre, assessments were set by an outside agency and practical skills were no longer needed (Pring et al, 2009)
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Identified four broad purposes: introducing an entitlement for pupils to a broad and balanced curriculum; setting standards for pupil attainment and to support school accountability; improving continuity and coherence within the curriculum. (House of Commons, 2009).
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John Goldthorpe's work (Lowe, 2005) parental class and family income on children's educational attainment and economic success.
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Established the framework for the National Curriculum.promote the spiritual, moral, cultural, mental and physical development of pupils, and to prepare pupils for the opportunities, responsibilities and experiences of economy and society.
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Philosophy is in danger of becoming a course for middle class students, less than a third of universities who previously ran the course went through with it in 2008. (THE, 2009)
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Put education at the centre stage of politics, important in ensuring economic productivity (Ball, 2008)
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The Every Child Matters Agenda introduced as a means to ecourage a holistic approach to children's development and an integration of services (Ball, 2008)
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Looked at the way ahead for those between the ages of 14 and 19 in education. One research area was involved in the engagement in learning of those who are dissaffected in education (Pring et al, 2009).
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the UK must urgently raise achievements at all levels of skills and recommends that it commit to becoming a world leader in skills by 2020 in order to maximise economic growth (HM Treasury, 2006)
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introduced into all Early Years settings with assessment criteria al children should meet by the time they are five years old (Palaiologou, 2010)
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Pring (2009)
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Vocational education and apprenticeships (2011)
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stopping working class students from applying? Hutton, W. (2012)
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Many people qualifying after computer science courses at college and university are struggling to get jobs as their skills are not up to scratch and they are not ready for the world of work (Vasagar, 2012)
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By the age of 24, 13% of those with just GCSEs were unemployed compared with 5% of those who had a degree (Jones, 2012).
