Explaining Geographical Disparities in Educational Achievement: A case Study of East London - article ; n°1 ; vol.8, pg 99-106

Sarah E.Curtis, Sorrel Sorrelc.Pindar

Description

Espace, populations, sociétés - Année 1990 - Volume 8 - Numéro 1 - Pages 99-106
Research is reviewed showing that the educational achievement of British school children shows marked geographical disparities, particularly between innerurban and suburban /rural areas. These disparities are linked to differences in the socioeconomic characteristics of the populations of these areas, notably social class and ethnicity, which in turn are reflected in differences in material circumstances and cultural variables. Tower Hamlets in East London is one of the most disadvantaged boroughs in England, both socioeconomically and in terms of educational achievement. The large Bangladeshi community resident in Tower Hamlets is perhaps the most deprived minority ethnie group in the country, and both they and the indigenous working class community present an enormous challenge to the education service. However a careful examination of the data on achievement reveals that the Bangladeshi pupils are achieving better than would be expected given the disadvantages they suffer. Nonetheless principles of equal opportunity require that the education service respond more adequately to the particular needs of these children. This case study demonstrates the importance of examining processes and relationships specific to each locality.
Les quartiers est de Londres : contribution à l'étude des disparités géographiques dans les performances éducatives.
Ce papier présente un résumé des études qui ont mis en exergue des différences régionales de scolarité en Grande-Bretagne.
On observe des écarts importants entre les élèves des zones rurales ou péri-urbaines et ceux qui habitent le centre des grandes villes. Ces écarts sont liés aux caractéristiques socio-économiques de ces populations, notamment à la classe socio-professionnelle et à l'ethnicité.
Ces derniers facteurs sont aussi liés aux inégalités de conditions de vie et aux caractéristiques culturelles.
On peut prendre comme exemple la population des Bengalis qui habitent l'arrondissement de Tower Hamlets à Londres. C'est une des populations les plus démunies de Grande-Bretagne, ce qui est cause de difficultés pour les responsables locaux de l'éducation.
En dépit de leur situation très défavorisée, les élèves bengalis réussissent mieux à l'école que prévu.
Néanmoins, leur formation n'est guère optimale. Le principe d'égalité nécessite un système local d'éducation qui soit mieux adapté aux besoins spécifiques des écoliers bengalis dans ce quartier.
8 pages
Source : Persée ; Ministère de la jeunesse, de l’éducation nationale et de la recherche, Direction de l’enseignement supérieur, Sous-direction des bibliothèques et de la documentation.

Sujets

• Sociologie, société et politique

Informations

• Publié par: ESPACE-_POPULATIONS-_SOCIETES
• Publié le: 01 janvier 1990
• Nombre de lectures: 13
• Langue: English

Extrait

Sarah Curtis
Sorrel C. Pindar
Explaining Geographical Disparities in Educational
Achievement: A case Study of East London
In: Espace, populations, sociétés, 1990-1. Scolarité et scolarisation - School intendance and schooling. pp. 99-106.
Citer ce document / Cite this document :
Curtis Sarah, Pindar Sorrel C. Explaining Geographical Disparities in Educational Achievement: A case Study of East London .
In: Espace, populations, sociétés, 1990-1. Scolarité et scolarisation - School intendance and schooling. pp. 99-106.
doi : 10.3406/espos.1990.1381
http://www.persee.fr/web/revues/home/prescript/article/espos_0755-7809_1990_num_8_1_1381Abstract
Research is reviewed showing that the educational achievement of British school children shows
marked geographical disparities, particularly between innerurban and suburban /rural areas. These
disparities are linked to differences in the socioeconomic characteristics of the populations of these
areas, notably social class and ethnicity, which in turn are reflected in differences in material
circumstances and cultural variables. Tower Hamlets in East London is one of the most disadvantaged
boroughs in England, both socioeconomically and in terms of educational achievement. The large
Bangladeshi community resident in Tower Hamlets is perhaps the most deprived minority ethnie group
in the country, and both they and the indigenous working class community present an enormous
challenge to the education service. However a careful examination of the data on achievement reveals
that the Bangladeshi pupils are achieving better than would be expected given the disadvantages they
suffer. Nonetheless principles of equal opportunity require that the education service respond more
adequately to the particular needs of these children. This case study demonstrates the importance of
examining processes and relationships specific to each locality.
Résumé
Les quartiers est de Londres : contribution à l'étude des disparités géographiques dans les
performances éducatives.
Ce papier présente un résumé des études qui ont mis en exergue des différences régionales de
scolarité en Grande-Bretagne.
On observe des écarts importants entre les élèves des zones rurales ou péri-urbaines et ceux qui
habitent le centre des grandes villes. Ces écarts sont liés aux caractéristiques socio-économiques de
ces populations, notamment à la classe socio-professionnelle et à l'ethnicité.
Ces derniers facteurs sont aussi liés aux inégalités de conditions de vie et aux caractéristiques
culturelles.
On peut prendre comme exemple la population des Bengalis qui habitent l'arrondissement de Tower
Hamlets à Londres. C'est une des populations les plus démunies de Grande-Bretagne, ce qui est cause
de difficultés pour les responsables locaux de l'éducation.
En dépit de leur situation très défavorisée, les élèves bengalis réussissent mieux à l'école que prévu.
Néanmoins, leur formation n'est guère optimale. Le principe d'égalité nécessite un système local
d'éducation qui soit mieux adapté aux besoins spécifiques des écoliers bengalis dans ce quartier.Sarah E. CURTIS Dept of Geography
Sorrel C. PINDAR Center for East London Studies
Queen Mary College
University of London
Mile End Road
London El 4NS
Explaining Geographical
Disparities in Educational
Achievement :
A case Study of East London
THE EDUCATIONAL NATIONAL ACHIEVEMENT EDUCATION SYSTEM AND REGIONAL VARIATIONS IN
Education in England is administered cen advanced level (A level) examinations at
trally through the Department of Educat about 18 years. The number of A levels and
ion and Science (DES) and locally by the grades obtained will affect young peo
Local Education Authorities (LE As), ple's opportunities for higher education.
which are departments of local government For some young people, who are less
authorities. At the time of writing, as a academic, the Certificate of Prevocational
result of recent legislation, the Inner Lon Education (CPVE) is taught instead of A
don Education Authority (ILE A), respons levels.
ible for the 12 boroughs (local authority raises several issues of particular
areas) in Inner London, is being replaced interest for geographers because it pro
by separate LE As for each borough. The duces spatial variations in access to, and
services provided by LEAs include full-time outcome of, education for children. One
education for 5-16 year olds, nursery of these questions is whether LEAs should for children under five years, aim to provide a unified, comprehensive
and further education in school sixth education system, or whether there should
forms, or in colleges of further education. be a variety of choice within a local area
In addition, LEAs provide financial sup between alternative types of school.
port to students pursuing further education Another question is how far the style and
at University or in polytechnics and content of education should be standardiz
colleges. ed centrally, rather than allowing local
In 1988 the procedure for assessing pupils variations at the discretion of local educa
was changed to one with a single set of ex tion authorities or of teachers in particular
aminations, the General Certificate of schools. The issue of positive discrimina
Secondary Education (GCSE), which is tion in education, to compensate disadvan-
entered by almost all 16 year olds, though taged children, also raises questions about
the most effective strategies for improving some pupils do not sit any examinations at
all at 16. A minority of young people sit the performance of children from less 100
Figure 1. °/o of school leavers without examination qualifications 1984/5 by region.
13 14 15 16 17
LEGEND:
Metropolitan areas STANDARD REGIONS
lO.Tyne & Wear 1. NORTH
2.YORKSHIRE & HUMBERSIDE 11. South Yorkshire
3.EAST MIDLANDS 13. West
14. Greater London 4.EASTANGLIA
15. Inner London* 5.SOUTH EAST
6.SOUTH WEST 16. West Midlands Metropolitan Country
17. Greater Manchester 7.WEST MIDLANDS
18. Merseyside 8.NORTH WEST
9. ENGLAND
# This figure is for 1985/86
Source: Central Statistical Office (1987) Regional Trends 1987 , London, Her Majesties
Stationary Office.
except # Inner London Education Authority (1988). RS 1208/88, School Exam Results in
the ILEA 1987.
Although education is compulsory for all privileged backgrounds, which is of par
children up to the age of 16 years, the outticular interest in this paper.
come varies between socio-economic All of these issues have strong political con
groups and geographical areas. The figures notations. Labour (left wing) administrat
in Figure 1 show the regional variation in ions have favoured a comprehensive
attainment at school leaving age in system, provided by LEAs to all children
within a school catchment area, without 1985/86. The proportion of 16 year olds
leaving school without qualifications was selection between schools. Conservative
higher in the metropolitan areas, especiallpolicies for education emphasize a greater
y in Inner London. diversity of schools (in terms of the em
It seems that these geographical disparities phasis on academic versus vocational train
partly reflect variations in social factors. ing), different forms of financing of
Gray and Jesson (1987) attempted to staneducation (with more scope for the private
dardize a measure of school achievement sector), and selection of students by comp
in different LEAs (the percentage of etitive examinations. Recent conservative
children obtaining 5 or more O-levels) acpolicy, embodied in the Education Reform
cording to factors such as occupational Act, 1988, also stresses greater standardiza
social group, ethnicity and proportions of tion of the school curriculum across the
country. one parent families. Allowing for these fac- 101
tors, the Inner London Education Authori These socio-geographical variations in
ty was ranked about average (56th out of school achievement are significant because
96 authorities). The ranking of authorities they may have an important outcome on
in Gray and Jesson's Scheme did not show children's life chances. Poor educational
inner urban areas to be consistently better achievement has been identified as part of
or worse than other areas in terms of the cycle of disadvantage, which tends to
children's school achievement. Neither did be perpetuated in underprivileged families
education spending by LEAs show any from one generation to another (eg Wedge
clear association with achievement. These and Prosser, 1973). Continuing this trend,
results suggest that the factors determining only 5°7o of children of working class
spatial variation in educational achieve parents enter higher education, compared
ment are complex, and that socioeconomic to a fifth of children of parents of profes
deprivation and ethnicity have an import sional and service occupational groups
ant effect on the broad geographical (Halsey, Heath and Ridge, 1980).
pattern.
EDUCATIONAL ACHIEVEMENT AMO