Within this essay I will explore various educational achievement statistics and discuss whether or not I believe that the current education system provides equality of opportunity for all and if educational success is gained thorough meritocracy. Equality of opportunity means that all individuals should be given the freedom to peruse their private interests or vocation ‘without arbitrary restrictions based on irrelevant personal characteristics’. Factors such as race, gender, religion and social background shouldn’t determine the opportunities that are available to each individual. (Cooray, 2015) And meritocracy is a social system where the success of individuals is based ultimately on their ‘talents, abilities and effort’ levels. The whole idea of this concept has performed as an ‘ideology through the argument that social inequality’ is produced from unequal credits rather than through the idea of discrimination and prejudice. (Crossman, 2015)
Absolute achievement is the process by which figures are taken from one specific group at various times to compare and examine any changes that have taken place. For example, if we were to look at school attendance of 18 year olds from 1900 up until 1938 we …show more content…
Generally the success measurement is taken by looking at how many students have achieved 5 A*-C grades at this level, in 1988 the success rate was ’42.5%’ and over time till 2011 statistics show that it has increased by 27.3%. A*-A grades have also increased on a large scale since when they were first introduced in 1988, going from ‘8.6%’ to ‘23.2%’. The pass rates at GCSE (A*-G) reached ’98.6% in 1992’ and till this day they have remained at a very similar figure, giving or taking around a few percentages. (Allan Smithers,
Absolute achievement is the process by which figures are taken from one specific group at various times to compare and examine any changes that have taken place. For example, if we were to look at school attendance of 18 year olds from 1900 up until 1938 we …show more content…
Generally the success measurement is taken by looking at how many students have achieved 5 A*-C grades at this level, in 1988 the success rate was ’42.5%’ and over time till 2011 statistics show that it has increased by 27.3%. A*-A grades have also increased on a large scale since when they were first introduced in 1988, going from ‘8.6%’ to ‘23.2%’. The pass rates at GCSE (A*-G) reached ’98.6% in 1992’ and till this day they have remained at a very similar figure, giving or taking around a few percentages. (Allan Smithers,