Egalitarians and meritocrats in education

‘The post-war history of English education is simply the story of a lengthy struggle between egalitarians and meritocrats’. Analyse this view. (30 marks)

Knowledge and understanding are likely to cover major developments, such as:

a.  the 1944 Education Act and associated selection to mainly grammar and secondary modern schools

b. the political drive for comprehensive schools, the critique of comprehensive and progressive education as delivered by, for example, the ‘Black Papers’, Adam Smith Institute or Prime Minister Callaghan’s call for a ‘great debate’; 

c. the 1988 Education Reform Act; 

d. New Labour’s priority of ‘education, education, education’ and zero-tolerance of ‘failing schools’. 

Some candidates may focus on private and public educational provision such as the principal framework for their responses, with a consideration of issues such as selection and resources.

Strong responses address such contextual awareness in an accurate, detailed and

comprehensive manner whilst weaker responses contain only an outline knowledge and understanding which results in a limited attempt to answer the set question.

Strong candidates provide analysis which addresses theoretical considerations, such as the differing purposes of education seen by egalitarians (and associated ideologues mostly on the political left) and meritocrats (and associated ideologues mostly on the political right). 

They approach the political solutions of pupil selection and comprehensive schooling in a critical manner, citing relevant evidence, and related to the evolution of education policy. 

Some may introduce concepts such as social class and social justice, making connections with selection at eleven and the maintenance of a class-based society. 

Some may analyse critically the comprehensive ideal, linking it with new teaching methods resulting in political and educational failure. 

All candidates show an appreciation of competition between rival ideologies from their Unit 1 studies. The existence of the private sector is likely to be considered in the context of policy driven by those wanting egalitarian social change and those wanting ‘rewards for the best’. A state education system based on an element of competition is analysed in terms of its output in equality and merit. Public support for education policy is likely to be considered, with different political climates favouring different policies and solutions. There may be references to topics such as public spending or equal opportunities studied elsewhere in this unit. 

The very best responses may contest the thrust contained in the set question, arguing for example that policy on education was guided by psychologists (tests to reward merit) and then sociologists (open education to create open society) or that changes in policy resulted from changes in those who controlled education (producers and consumers). A simple evaluation of the development of education policy with basic concepts and theories is characteristic of weaker responses. There should be some recognition of connections and differences between egalitarian and meritocratic policies. Strong responses contain cogent and coherent arguments regarding the set question. 

There is a clear sense of direction culminating in a coherent conclusion which addresses the set question. 

Weaker responses tend to be more descriptive, provide some relevant evidence, but should culminate in a conclusion which has some links with the preceding discussion.

All synoptic material must be acknowledged and rewarded in accordance with the generic mark scheme.

Source: AQA