Building Bridges with Other Schools: Educational Partnerships in Separate Settings in England - Assignment Example

Critical Review of Building Bridges with Other Schools: Educational Partnerships in Separate Settings in England. British Journal of Learning Support. 27(2) 84–90. Name Student’s ID Building Bridges with Other Schools: Educational Partnerships in Separate Settings in England Introduction We are going to have an in-depth look at an article “Building Bridges with Other Schools: Educational Partnerships in Separate Settings in England” by Jo Rose. This article explores avenues used by special schools to reach out through partnership with other organizations. This is usually done in order to meet the support needs of their pupils and enhance their educational provision. Summary This article is based on interview data taken between 2009 and 2010. Those interviewed were teachers, pupils, and governors of four different special schools in England. The survey showed that schools welcomed the idea of partnership and collaboration with other organizations and individuals offering support services. However, they were not short of challenges as expected especially in engaging mainstream schools in collaboration concerning sharing facilities. Critique The article has utilized an analytical approach to study the educational partnerships between schools and service providers. It has laid out the methods used to get the data and all those involved in details. It has also gone ahead and assessed the results of the findings enabling the author to inform the reader of the similarities across educational institutions in England. The article has also pointed out the advantages of partnerships and the challenges faced by the special schools in attaining their objectives. However, the author fails to offer informed solutions to the bottlenecks faced. Instead, she refers greatly to the Green Paper as a way out. Overall, the strengths of the article outweigh the weaknesses. Weaknesses In the research, only four institutions were interviewed. The author admits that small school faced most of the challenges due to their size. It would have been appropriate to interview two small schools and two large schools. This would have given a more realistic picture on the state of partnerships among schools (Rose, 2012). In the contrary, readers have a biased notion of the state of affairs among educational institutions in England due to the sampling method used in the research (Lawson, Waite, & Robertson, 2005). Therefore, the audience cannot tell the extent of the challenges faced by large special institutions. The purpose of a study is to gather facts, make assessments, and provide possible solutions based on the finding. This article does not provide much headway to reduce the challenges faced by the special institutions. In addition, the author does not provide convincing argument concerning organizations seek partnership. Unpredictably, the paper emphasizes on the Green Paper. This is just a regulation acting as a guideline to schools when seeking interactions (Higham, & Yeomans, 2010). However, the world is very dynamic and different challenges arise very often. It would have been more informing for the author to suggest possible solution to the problems faced by the special schools besides the Green Paper (Norwich, 2008). A partnership involves two or more entities. The article has only touched on the challenges faced by the special schools. It is crucial to note that the mainstream schools also have similar challenges, which need to be addressed in order to enhance a productive working relationship with other institutions. The author should have looked keenly at the challenges of the mainstream school and suggested possible solutions as well. Strengths This article is very informative. It has touched on the need for special schools to build formidable partnerships with mainstream schools. This tends to have productive resources in meeting the support needs of their pupils and enhance their education provision. By so doing, the special schools with profit a great deal in their objectives (Hodgson, & Spours, 2006). It has also shown how the information was gathered by way of interview during the research. It has given the full details on how the study was conducted and what information was received. This makes this article very credible because the information is not fictitious (save for the names of the institutions). Therefore, be used as a source of reference for various academic and/or research studies. The author has informed of the challenges the special schools face when seeking partnerships with the mainstream schools, organizations, and individuals. This approach enables readers to understand and appreciate possible lapses in the partnerships based on the outlined challenges (Feiler, 2010). The approach also creates opportunities for suggestions by the reader on methods of overcoming such challenges (Billett, Ovens, Clemans, & Seddon, 2007). The article has also addressed on the similarities and differences among schools in terms of partnerships. Such information is very vital when handling such a significant issue as partnership among schools. The stakeholders will not only concentrate on the tailbacks, but will also consider the advantages and similarities in the schools (Baker, 2009). They will then be guided on where to concentrate the resource provisions to create a balance. This study was a blessing in disguise for the schools considered in the project. This is because the article has identified challenges they face successfully. The schools would not have the capacity to conduct such an expensive and vital study (Gorrard, Lumby, Briggs, & Wright, 2009). The fact that they were chosen to be case study of this project provided them with an opportunity to learn of what challenges they face. They will be able to address them internally as an institution before external forces can come in. The article has mentioned the Green Paper. This gives the audience a better chance to familiarize with the paper (Billett, Ovens, Clemans, & Seddon, 2007). This approach informs readers on pieces of legislations that are helpful in addressing major societal or educational issues. Conclusion The author has pointed out the need for special school to form a formidable alliance with mainstream school and other organizations for educational and material partnership. Thus, individuals are in a better position to meet the support needs of the pupils and enhance their education provision. It has also pointed out areas of weakness in seeking these partnerships. This will be a source for closing those loopholes so that this objective can be attained. This piece is a very informative one and an excellent source for study on how to improve educational standards in English schools. With such information, special schools can get proper assistance in forming partnerships with other organizations. Reference Baker, J. (2009) Special school headship in times of change: impossible challenges or golden opportunities? British Journal of Special Education, 36, 191–197. Billett, S., Ovens, C., Clemans, A. & Seddon, T. (2007). Collaborative Working and Contested Practices: Forming, Developing, and Sustaining Social Partnerships in Education. Journal of Education Policy, 22, 6, 637–656. Rose, J. (2012). Building Bridges with Other Schools: Educational Partnerships in Separate Settings in England. British Journal of Learning Support. 27(2) 84–90.   Feiler, A. (2010). The UK 14–19 education reforms: perspectives from a special school. Support for Learning, 25, 4, 172–178. Gorrard, S., Lumby, J., Briggs, & Wright, S. (2009). 14–19 reforms: QCA centre research study, commentary on the baseline of evidence. London: Report commissioned by the Qualifications and Curriculum Authority. Higham, J., & Yeomans, D. (2010). Working together? Partnership approaches to 14–19 education in England. British Educational Research Journal, 36, 3, 379–401. Hodgson, A., & Spours, K. (2006). The organization of 14–19 education and training in England: beyond weakly collaborative arrangements. Journal of Education and Work, 19, 4, 325–342. Lawson, H., Waite, S. & Robertson, C. (2005). Distinctiveness of curriculum provision at 14–16 for students with learning difficulties: opportunities and challenges. British Journal of Special Education, 32, 12–20. Norwich, B. (2008). Dilemmas of difference, inclusion, and disability: international perspectives on placement. European Journal of Special Needs Education, 23, 4, 287–304. Read More