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Systems and Structure of compulsory Education in the Uk - Assignment Example

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Table of Contents 1: Demonstrate understanding of the tiering of the school system ………………………….….2 2: Demonstrate understanding of the different types of schools found in Britain ……………….6 3: Demonstrate understanding of the key stages of the National Curriculum ……………………9 Bibliography…………………………………………………………………………………….13 Systems and Structures of Compulsory Education in the U.K…
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Systems and Structure of compulsory Education in the Uk
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Download file to see previous pages Through the years, there has been a relevant collaboration of different organizations and statutory bodies so that a strong educational standard is maintained. According to Fosket (1992), the role of external relations would “address the issues of the school’s relationship to its outside audiences” (p. 3). Being an institution of education and training for society’s use, it is important to constantly connect with the current situation and elaborate its need for solutions, appreciate and conserve whatever good things the community has to offer. The external statutory bodies, even though not directly related to it, carry education by means of emotional support (parents and guardians) and financial support (scholarship programs from the business sector). External relations also play an important role in the realization of some changes in the curriculum; an example would be the unsuccessful transition of Key Stage 1 to Key Stage 2. Messer (1992), as cited in Fosket (1992), discussed that the supposed to be “smooth transition” of a key stage to another was not carried out well because schools disregarded the individual planning of the teacher and preferred a corporate planning. In carrying out the plan effectively, Hanford, Reader, and Fullick (1992) as cited in Fosket (1992), proposed that there should be a linkage of the schools to the community, having the parents, media, and the employers as regulators so that the education being offered to the students is holistic. According to Hanford as cited in Fosket (1992), “liaison between the school and the parents of the pupils is based on a well-founded tradition” (p. 105). Saying that parents are just for the home holds an obsolete idea since the Education Act of 1994 strongly indicated the “legal duty of the parents to ensure their children’s education.” The use of media in schools has greatly affected the teaching techniques of the teachers. Thus, having the media in line with other regulatory bodies is just coherent. Media can be used to “raise awareness,” and “create a positive image of the school” (Reader as cited in Fosket, 1992, p. 118). Fullick as cited in Fosket (1992) concerns more on future employment, where the economic trends affect the choice of students of their career paths. Funding is also a major issue in the education sector. Knowing that no organisation could survive without proper financial help, privately owned businesses also finance certain schools and even directly helping the students by giving them scholarship grants. This situation implies that even institutions not related to giving education also matter in terms of support. An existing challenge faced by both government and external statutory bodies of is the tiering of the school system. The tiering of the UK school system has lowered the education’s principle of equality since it can be a form of stratification among students. The report says that the two-tier system creates a “poverty trap for disadvantaged.” Chitty (1989) contends that the tiering of the school system is a reflection of the society as a whole; where the top tier represents the advantages and well-funded private schools, the second tier resembles that of the middle or working class, and the third tier ...Download file to see next pagesRead More
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