Pathway from Care to Higher Education: Perspectives of Young People and Their Teachers - Essay Example

Pathway from care to higher education: Perspectives of young people and their teachers Introduction The U.S. care system formation was because of increased cases of abused children, left to their own defence after their parents or guardians failed to take responsibility for their upbringing. Consequently, the care systems after established got the task to protect and nature the children placed under their provisions accordingly (Fauth, Hart & Payne, 2012, p 4). It is notable that the population of children spending their lives within the care systems remains remarkably high, with statistics indicating a rising trend in such occurrences. The establishments of these developments initiated the development of foster care homes as facilitation to better the lives of the children within the care systems. As these young people transition over the various stages of life and education, they face increasing hurdles to secure successful life development, reflecting accordingly in their future aspirations (Jackson, Ajayi & Quigley, 2005, p 23). The consequences thereof of the incomplete lives as lived by these young people constitute the increased factors of crime and unemployment as depicted among many young people in the country. The care services for these young people remain the leading contributors to the developments of the children placed in these systems. Further, the role of the guardian position to lead and facilitate the education development of a person under the care system remains with the individual child, the care facilitator, the local authority, and the community and education systems. These institutions and individuals present varied perspectives over the development of the lives of these young people under the care systems, as they transit through the various education stages and systems, until they achieve the level of higher education. However, the young people, placed under the care systems struggle accordingly with the various hurdles, leading to remarkably few numbers of them transiting successfully and graduating from the higher education facilities (Ferguson & Wolkow, 2012, p 1144). Thus, there is a need to establish guiding structures and programs to facilitate the successful transition of the young people from the care systems, through the various stages of education. This dissertation explores the perspectives as presented by the various stakeholders in the topic of establishing successful life transition for these people, and suggestions to improve the situational hurdles they engage as they pursue education. The challenges as from perspective of students, teachers, and social setting At any given time, there are approximately 60, 000 children under care systems. The resultant cause for eighty percent of the cases of children entering the care systems emanates from abuse, neglect and other family reasons (Lewis, 2009, p 7). The majority of these children under the care systems live in foster care homes while the remaining live in children’s homes. Children under the care systems post remarkably poor results in tests at the various stages of their education. This is illustrative of the factor that only about one percent of the children under care systems manage to transit successfully to universities. In view of those who manage to transit successfully to the universities, they come to have remarkably successful lives in the future. However, the reminder of those who have poor experiences in education, they later come to suffer extreme scenarios of social exclusions among other disadvantages of missing functional education. Additionally, as statistics from past studies establish the subject of the persons most likely to become teenage mothers’ results from the young people under the care systems (McClung & Gayle, 2013, p 56). Moreover, a quarter of the adults who end in prison spent some time as children in the care systems. The perspectives of the need for education of the young persons, particularly those under the care systems, continue to reflect accordingly for the successful establishment of the young people. The consideration of the eventual outcome of the effects resulting from poor education facilitation for the young people placed under the care systems remains evident (Pecora , 2012, 1123). The element entails structural and institutional costs in the circumstance of the civilization and economy of the country. Therefore, in view of these establishments, the factor of improving the education and training equipment of the young people could save hundreds of millions of dollars within the effective period of successful implementation of the program (Gharabaghi, 2012, p 1131). Saving these young people means that it reduces the aspects o f crime rates, as well as, the subject of homelessness. These engagements reflect accordingly in the perspectives as the various stakeholders in the issue of concern reflect their views. In presenting their perspectives, the underlying problems to the occurrence of the problem entails the eventual consideration for the factors inhibiting the change initiated in the educations sector, as well as, the resultant slow progress of the established elements and structures. The causes of the increased challenges in managing the young people in the social care settings to facilitate the successful transition of education for the people incorporate varied factors. These factors, as explained in the context from the perspectives of the various stakeholders, including the teachers and young people who grow in the care settings are diverse. To begin with, the perspectives cite the issue of capacity as a contributing element of the challenges faced by the young people in the care systems (Jackson & Cameron, 2012, p 1109). For instance, in elaborating the factor of capacity as it affects the issue, the extremely high rates of vacancy in the social care workforce; coupled with the insufficient staff training for the facilitators of care facilities contributes accordingly to the increased needs for the education of the needy children. The insufficient workforce of the social care settings including the children homes, and insufficient training of the available staff facilitating the care affects the ability and access of education for the young person under the system care services (Pecora , 2012, 1126). This eventually reflects as a dropout from school after the student faces increased challenges to help in sustaining himself as well as, aspects of dependants. Secondly, the care system lacks aspects of management and leadership, which affects the personal development of the trainee within the setting of the organization. Understanding the young people as they grow entails the frontline in managing a successful transition of the students in the under the care systems. This challenges the construction of the management facilities to grow the leadership of the care homes to institute the management and leadership commitment to empowering the students (Kiteley & Stogdon, 2014, p 67). Another factor cited s contributory to the issue is the factor of resources. The young people as placed under the care systems entails that, the young people end in such care homes due to lack of resources. The subject of funding for the establishments of the care settings, the factor of resources is inexhaustible in consideration for the development of education systems. The exacerbated lack of strategic planning and inadequate usage of resources reflects accordingly in affecting the lives of the young person in achieving the successful development of education for the young people. Moreover, the passiveness of the systems and structures in the care settings creates a widespread lack of a joint effort in fostering the development of the children and young people as they pursue their education. The systems and structures in place from the local authority and community that facilitate the successful development of the children under care systems affect them accordingly. The different departments and elements of concern as structures for facilitating the education for the students from care systems need to establish the consequent areas of support for the young people (Liabo, Gray & Mulcahy, 2012, p 1373). These structures, when they lack the successful support to develop the young person accordingly. Creating challenges for the teachers and students as active participants in the context of the structural establishments for the successful attainment of higher education transition for the student. Further, the subject of attitudes also affects the establishments of the processes for the children from the care systems in transiting through the various education stages. The varied stakeholders, including the students from the care systems, the teachers, social workers, and community and leadership figures in the settings of the education systems affect the successful transition for the learners (Sonia & Pearl, 1998, p 574). These attitude adjustments and influences contribute accordingly to the functional achievement of the success of the structures and procedures in place for the education facilities for these young people. Thus, in fostering the care developments, the children for the care systems continue to pursue their rights in education transitions for a successful life in the future. The consequent effects of the various establishments as contributory factors to the poor academic achievement from the perspectives of the students and teachers, among other stakeholders indicate the key issues for consideration in developing successful structures to address the issue. The reasons why the children from the care systems underachieve in education entails that, instability characterizes many of these young people’s lives, the issues in their lives cause instability in the social and emotional perspectives (Social Exclusion Unit, 2003, p 8). Secondly, in consideration, the consequent effects of the various factors such as resources and structures lead to the students from care homes spending too much time out of school than in the place of learning. Thus, the student under-achieves as they lack the basics to create a foundation for their education background. Moreover, the children in the care systems lack sufficient help within their education in situations where they lag behind. The education systems lack supporting mechanism to encourage and facilitate the education progress for the students from care homes as they deal with varied challenges in their education systems. Moreover, the carers of the children in the system lack adequate equipment and skills to support and hearten the learning and progress of the children under their care (Sonia & Pearl, 1998, p 579). Lastly, the children under the care systems and foster homes face remarkable challenges in handling their emotional, mental and physical wellbeing. These findings institute the consequent considerations for improvement in handling the cases of the children from care homes as they pursue their education ambitions. The suggestions to eliminate the challenges facing the education process for the care children in attaining higher education In addressing the issue of concern to ensure the successful transition of the children from the care systems, the elemental establishment of the care systems needs to improve accordingly. The reason that increased congestion in the care settings limits effectiveness of service to these children leads to the need to increment the ratio of the number of children per care setting (Stogdon & Kiteley, 2010, p 98). This factor reflects accordingly in the need to establish and improve the staffing of the care systems to help in facilitating support and encouragement programs for the children. Moreover, the establishments after incrementing the number of children per care setting will facilitate the aspects of stability and emotional support for the child as they pursue their education ambitions. Moreover, the children within the care systems as they encounter the issue of instability in the context as a contributory factor to their underperformance in education, there is need to address the care system experiences (Cheung, Lwin & Jenkins, 2012, p 1096). The experiences of the infantile citizens in the care systems include increased and irregular movements and placement from homes to different homes, a factor that disrupts the schooling processes for the young people. The foster homes may need to change the school setting for the child or may insufficiently support the education needs of the child. Thus, to foster successful transition of a young person from the care homes, it is essential to ensure their stability by reducing the disruption to their schooling processes. The experiences as they affect the stability of the emotional and physical wellbeing, after developing strategic plans and structures to avoid disruption of their schooling processes. The consequent establishment of the school systems in facilitating the education processes for the young people from the foster care homes affects the achievement of education considerations in transiting to higher education. The school systems need to incorporate support facilities for the young people from the care homes to accelerate their learning experiences. The establishment of the learning processes within the education systems needs to incorporate programs that feature and influence the education development of the young people (Kendrick, 2008, p 76)). For instance, the education system may incorporate the establishment of programs such as personalized one-to-one support for the children that hail in the care systems. Moreover, aspects of added tuition and Personal Education Allowance also influence the education processes for the child from the care homes (Jackson, Ajayi & Quigley, 2005, p 26). These programs will need the school in question to identify and relate with the young people from the care systems to ensure the success of the establishment of these supporting programs as they seek to foster the success of the young people in achieving education success. Additionally, the local authority and federal governments among others in addition have a noteworthy role to play in supporting the children from the care homes as they seek to achieve their education ambitions. The local authority and federal governments feature accordingly as they instituted the development of the foster care homes as well as, the children’s care homes (Welbourne & Leeson, 2012, p 134). Additionally, they continue to facilitate illustratively policy formulation to foster the success of the children in achieving their rights. Thus, from the position the authorities hold, they can institute policies to foster the successful transition processes for the young people as they pursue their education ambitions (Jackson, 2013, p 45). The higher education facilities and processes entail universities and colleges sponsored by governments. Therefore, in this process, the authorities can institute procedures to ensure affordable education facilities in favour of the children from the care settings. The government, when it creates sponsorship programs for the children from the care homes, as they work in conjunction with the higher education systems and schools, they can facilitate the education achievement for the yon people from the care systems. Moreover, the Virtual School Head (VSH) can also provide structures in conjunction with the local authorities to ensure continuity of the schooling process for the young people from the care systems (Shaw & Frost, 2013, p 121). Additionally, they can facilitate stability of placement and development of appropriate regulations and powers in admissions and factors such as school transport for the young people from care systems to encourage them accordingly to pursue their education processes. Furthermore, the consequent effect of the care settings and environment for the young people based in the social care settings affect their achievement in education. The facilitators of the care in the homes need to upgrade their skills in handling the cases of the children under their care. The social care settings need to have the equipment and facilities to create an environment that encourages the young people in the facility to pursue their education (Milligan & Stevens, 2006, p 90). Additionally, equipping these facilitators of the care homes to enable them to support the young people under their care in schoolwork will foster the successful transition of the young people into higher education institutions and eventual graduation. Training the caregivers to support the young people in education foster their education development accordingly as they act as guardians to the young people in their care (Shaw & Frost, 2013, p 91). Lastly, to ensure longer stay in school, and less time out of school, the facilitation of emotional and physical health and wellbeing is essential to the progress of the young citizens in the care systems. Thus, such establishments will foster the successful transition of the young people from the care homes to transit successfully to the higher education institutions of learning and graduate accordingly. Conclusion The findings from the varied studies established into the subject of the issue of education achievement for children from the care homes settings continue to reflect the disparities within the education system. The young people from the care homes face increased factors of instability and inadequate support in their schooling experiences, factors that lead to their underachievement in the pursuit of education achievement. Therefore, it is essential to address these concerns from the multifold perspectives as present from the findings of various studies into the issue. It is essential to institute structures, programs and facilities to foster their ambitions in pursuing the development in higher education. Bibliography Cheung, C, Lwin, K, & Jenkins, J. 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