Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

This module aims to provide a political history of education in the UK from the beginnings of mass education in the mid 19th century to the present day. Education systems in the UK have seen big changes over the past two centuries and particularly since the 1970s. After a post-war period in which there had been broad cross-party consensus favouring a locally administered national education system, successive Conservative, Labour and Coalition governments introduced significant reforms which have affected the range of educational provision, the nature of teacher professionalism and the curriculum that learners experience. The module aims to emphasise how and why particular education policies were formulated (in reference to the socio-historical-cultural context and prevailing political ideologies), how these policies have been enacted and the impact that this has had on learners, teachers and parents. Within the module there is a recognition that education systems vary across the nations of the UK, and attention is paid to the impact of devolution on education policy.

Outline Of Syllabus

This Stage 1 module is introductory and does not presuppose any prior knowledge of education systems within the UK. The module provides students with an understanding of educational policies in the UK context, and the ways in which these have shaped experiences of learning. The first part of the module offers a political history of education in the UK, providing a socio-historical-cultural lens through which to view policy development. This begins with an overview of the political system and how policies are formed (including the publication of green papers and white papers), as well as the prevailing political ideologies that shape these. The module then highlights significant periods of policy change in education, beginning with a detailed look at three key acts of parliament (the 1870 Elementary Education Act, the 1944 Education Act, and the 1988 Education Reform Act). This allows an analysis of the beginnings of state education in the UK in the 19th century, its expansion via a locally-administered national system in the mid twentieth century and increasing moves towards marketisation and parental choice in the late twentieth century. This is followed by an analysis of more recent developments, including the academisation of the schools under both Labour and Conservative-led governments at the beginning of this century. The second part of the module focuses on the analysis of recent and contemporary education policy developments. Students are introduced to key concepts in education policy analysis (including policy formation and enactment) before applying these to recent policies, such as: the Prevent Duty and the promotion of Fundamental British Values (FBV) in schools; changes to initial teacher education (including the introduction of school-based training routes and schemes such as Teach First); new vocational qualifications including T-Levels; school readiness initiative; higher education tuition fees.

Intended Knowledge Outcomes

1. Outline and critically evaluate significant historical shifts within UK education policy.

2. Demonstrate a critical awareness of the historical, cultural and societal influences on the purpose and organisation of education systems and the implications of these for learners.

3. Apply concepts from education policy analysis to recent policy initiatives, focusing on the formation and enactment of education policy across a range of settings.

Intended Skill Outcomes

- Be able to critically evaluate education policy from a range of primary and secondary sources
- Organise and articulate opinions and arguments in speech and writing using
relevant specialist vocabulary, including by means of well prepared, clear and confident
presentation and coherent, concise written documents
- Use ICT in their study and other appropriate situations
- Use the library and other information sources skilfully and appropriately

Teaching Rationale And Relationship

The lecture series will scaffold students’ understanding of significant historical shifts within UK education, as well as introducing key concepts in education policy analysis. Students will have the opportunity to develop a critical awareness of the historical, cultural and societal influences on the purpose and organisation of education systems and the implications of these for learners through seminar discussions, as well as applying concepts in education policy analysis to recent initiatives. Guided independent study will reinforce and extend the understanding, criticality and application of analytical skills.

Assessment Rationale And Relationship

Portfolio: In the first part of the module, students will be set a journal question to support their knowledge, understanding and critical evaluation of significant moments in the development of UK education policy. This is an appropriate way to enable students to demonstrate their critical understanding of significant historical shifts in UK education policy and their analysis of the social, political, and cultural context behind these. It also encourages engagement with the key readings for each week.


Case study: Students will be required to analyse one recent UK education policy initiative as a case study. This is an appropriate way to enable students to demonstrate their knowledge and understanding of key concepts in policy analysis and to apply these to a recent education policy initiative. It also encourages independent thinking and allows for optionality within the module; students will choose a policy that most interests them.

General Notes

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