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Norway, a limited monarchy with a parliamentary democracy has adopted an education system that is reflective on its social ideals and the nature of administration in the country. In this paper, the education structures of England and Norway will discussed from a social perspective, providing the significance of each, the similarities and the differences (Aldrich, Dean & Gordon, 2013).
Schools provide an exemplary example of a social setting made up of the teachers, the students and the school administrators together with the parents whose roles are to shape the educational experience of students. As a result, the structure of schools in England and wales attempt to understand the social dynamics of the learning environment and the roles of the key stakeholders. The informal organisations of schools in these countries are influenced by the size of the students’ population and its homogeneity. The social structure of schools is therefore influenced by a number of factors which are dependent on the social arrangement within the countries. Factors such as age, the grade levels taught and the training program for educational and the roles of the parents influence the nature of the structure (Kehm, Michelsen & Vabo, 2010).
England and Norway have different school structures with both beginning from early childhood education all the way to universities with different years in between. In England, the education structure is divided into five with early years, primary, secondary, further education and finally higher education, taking at least 15 years to complete. Since 2010, England introduced a compulsory early childhood education for kids aged three and four years, a program that is coordinated and funded by the government. As a result, the kids are entitled to at least 15 hours free nursery education for 38 weeks in every year until they are ready and
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