Local and Global Policy - Essay Example

Local and Global Policy Local and Global Policy With the passage of time, most schools in the developed world today have seen an upward growth in the amount of school participation. This has been immensely useful also for post-compulsory education which has also exhibited a tremendous growth in the number of individuals whose preference has leaned towards this mode of education (Department of Education, Training and Youth Affairs). The value of this type of schooling is great. It provides numerous opportunities to the individual who seeks it. This is coupled with the immense significance of this education on the rest of the country. Governments which examine and create ideas and policies encourage post compulsory education find their countries reaping great benefits. Not only does this form of education bring in an immense form of economic growth to the country but is also assists in a great improvement in the quality of life available (Pollard 2003). Thus, while the individual benefits from this type of education by securing better paying and working conditions, the country also benefits in the form of economic growth and a higher standard of living. However, there are certain factors which continue to affect the rates of post compulsory education. If not controlled they can harness and affect the rates at which this type of education is excelling and spreading today. A change in taste, cyclical factors and interventions by government policy makers might all be responsible for harnessing the growth of post compulsory education today. Most education systems require their students to stay in school till the age of fifteen. Thus, the education system does not require the child to attend school till any specific class, instead deciding on a legal age to leave school. The progression made in post compulsory education is checked through statistics and studies which examine the change in rates. In Australia, the participation rates showed that half of all students above the required school age continued with their education. The number of females who preferred to stay within this system was also higher than those of male retention rates. The grades obtained by these students were also great with the students achieving a higher grade in classes 11 and 12 then they had before. However, the study showed the females preferring to gain a higher education and achieving higher grades with far more persistence than their male counterparts (Lewis & Koshy). The participation in this type of education system is observed through two factors: the demand for post compulsory education and the supply for post compulsory education. But because no school system forbids or prevents an individual from achieving a secondary education, the demand for it proves to be far more effective in understand the reasons behind the participation in this education method. There are several factors affecting the rates of education in the post compulsory sector. The student has to be able to divide the costs and benefits they will achieve from obtaining this education. This includes the full-time or part-time opportunities that are available to them before they leave school. Thus, by participating in a continued education system, the individual forgoes the chance of being part of the labour market and earning wages. The diminishing job opportunities available to these students led them to drop the idea of working after the legal education age and pursue a higher education (ABS Labor Force). Yet, the job must also be able to provide adequate wages for the student to prefer it over an education system. This is because wages are the main reason behind the youth choosing to participate in the labor force (Long, Carpenter & Hayden). If the wages factor was removed from the labour force then most individuals would seek to continue with their studies. Where the student is incapable of finding a job they are able to find a trainee or apprenticeship program which teaches them the ethics and logics of functioning in a workplace. Kapuscinski states the importance of the market conditions to be able to create a supply of these trainee jobs in the labor market (1999). As soon as an economic recession hits, the number of apprentice jobs in the labour market fall and are unable to improve for a maximum of two years. The wages given to trainees is lower than that meted out to junior workers. However, the apprenticeship program is generally associated with a specific career path. This ensures that the returns from this kind of move are tremendously higher than what a student might have achieved by applying for work. Part-time employment is another measure adopted by students after they leave at the required school going age. The advantage to this form of work is the individual's ability to fund their own education. Another factor affecting participation in post compulsory schooling is a fall in the junior wages available to young workers. As the rates of junior wages fall, the individual is less likely to reap benefits from leaving school and in turn continues their post-compulsory education (Sloan and Wooden). One of the most important factors motivating young children to stay and obtain post compulsory education is the income support provided to them. Statistics carried out by Forster and Ryan proves that the education income does indeed play a positive influence on the rate of students applying for post compulsory education (1989). Studies show that in countries like Australia, an increased amount of government spending increased the number of children who chose post compulsory education (Karmel Report). A sufficient family income is another reason behind the burgeoning number of children participating in the post compulsory education system. A high household income is responsible for ensuring that the child has to face no loss to him or the family by staying in school. A low family income is seen as the first cause which forces children out of school as they go out to earn an income that will support them and their family (Wachter and Wascher). The above mentioned are the number of reasons and costs that students bear to better their lives. Another question that arose in the field of education was whether the students were being provided with the sort of education they would need once they quit post compulsory education. This meant that a number of children were not taught the subjects that would be useful to them in their everyday life. Also, those who were not willing to attend university would have little use of this form of education (Maclean 2007). It is for this reason that the new problem that arose was to change the curriculum to draw in more children who would attain this education and it would help them after they quit school. While some explain the justified reason behind needing to quit school, others show a choice or decision that is made by the student himself as they choose to quit school and resort to jobs or apprenticeships instead. However, there is abundant evidence that funding by the government is immensely helpful in equalizing education for the different classes (Connell 1993). The benefits of post compulsory schooling are tremendous. The first is the income which will be earned by the individual who has undergone this system of education. The wages given to a student with this form of education will be far greater than. This not only improves their standard of living but a higher education has another advantage too. The numbers of jobs available in a recession are given to those who have the best education standing. Thus, the probability of a post compulsory student of obtaining a job in the labour market is much higher than a student who has just received a compulsory education. Also the chances of an early school leaver being able to obtain a higher education in any field decreases rapidly. This is because most universities expect their students to have completed post compulsory education before they are allowed admittance into the educational institute. Thus, a lack of post compulsory education lowers a student's probability of achieving any form of professional education. Also, the student who leaves post compulsory education faces a great differential in earning and rate of employment. For instance, the students who choose to continue a post compulsory education are paid better and employed before those students who have left school. This differential in both earnings and employment creates a stark contrast between those who obtain the post compulsory education and those who do not. The Queensland government aims to increase the number of children attending post compulsory education by increasing the legal school going age (Queensland Government). The idea of children who are disruptive and uninterested in learning are a problem which often forces schools to lower the school going age. However, Queensland serves to solve this problem by expelling or excluding any student who shows a disinterest in a higher education. Along with this, the basic education is also examined to make the move of the school going student into a higher form of education or work better. This is accomplished by improving the standards of education provided to the early learner. By doing so, the system establishes a strong base for the students through which they can continue with success in the future. Another improvement is also implied on the middle schooling system. Queensland aims to undertake a number of tasks that will assist in students preferring to continue with their education. This means a change in the curriculum, policy and teaching methods that will attract and encourage students to transition into senior schooling. This is accompanied by providing support to students and their achievements so they are encouraged to work on pursuing further education. Also, the government of Queensland will work to make the quality and recognition of the senior schooling valuable for the student and the individuals who will employ them. By providing exciting opportunities for the student, the individual can now enter the adult world with the skills and confidence necessary to succeed. Flexibility is another variable observed to induce children to continue with schooling. Providing individuals the chance to take up their own preferences of courses will create an interest in the education system. This can be coupled with online or distance courses that allow every student equal access to education. Along with this, school-based apprenticeship programs can be offered to encourage the students to seek employment within the school system rather than choosing full time employment outside. Any child that does seek to pursue a job should be given enough opportunity to return to complete their schooling. As discussed earlier, funding is one of the biggest problems faced by young individuals in their quest to leave school early. A lack of income or proper funds prevents them from continuing their education. The Queensland government aims to give grants to retain students into continuing education. This can be accompanied by moves to fund educational and vocational institutes in indigenous and rural communities. The importance of the community is also recognised by the Queensland government who aims to create a relationship between themselves and the local groups. Achievement awards will be set up to encourage students to remain in school and attain these distinctions. Thus, the Queensland government has implied a variety of different ideals and policies to ensure an easy and effective move of the young students into post compulsory education. Another state that will be observed is that of Ontario (Community Health Systems Resource Group). The empirical studies carried out by this state aim to address the very factors that force individuals to leave school and enter the labour force. The idea is for policies to be flexible and customized enough to meet the different needs of students who choose to leave school at an early age. The part played by the parents is considered a major component to allow the child to have a smooth transition into a post compulsory education. If the family encourages education, then the child is ingrained into pursuing an education instead of looking for a job. Also, the mentors and tutors of the young individual should create a lasting experience with learning. This coupled with recreation and out of school programs create an environment that will be preferred and chosen by the individual over the difficulties of a job. The collaboration of the community is also considered an important aspect of education policies pursued by the Ontario government. An involvement of the local community creates resolutions and education that will be helpful to the individual who continues with a higher education. Individuals involved in troubled lives facing abuse from the home, school and community find education to be another difficulty in their lives. Those with comfortable homes and substantial income have a greater probability of continuing with a post compulsory education. Thus, the studies showed that most did believe in continuing an education but never got the opportunity to. It is exactly this problem that the Ontario government wishes to solve by providing support and help to the students who choose to continue with higher schooling. The Ontario government chooses to solve the root of the problem by addressing the reasons behind the problem itself. Thus, after conducting a survey behind the reasons and consequences of a lack of post compulsory education in the state's youth a number of recommendations seek to correct this problem. The diversity of the student body is seen as the first and foremost matter of reckoning. Not only does each student acquire their own degree of attention but their discrimination, lifestyles, life plans and competence should be recognized and understood. The post compulsory education is encouraged to create this atmosphere by creating an environment that is physically and psychologically helpful to the student. An environment of welcoming, safety and respect is essential to allow a student of Ontario to complete their education. This is coupled with the idea emphasized by the Queensland board of education to create a flexible policy towards the students. This allows every student to study at their own pace and their own time which can prove to be immensely helpful for children entering the system with disabilities and other problems. It can also include alternative solutions to disciplinary actions like expulsion which are a discouraging method implied onto many students. By creating policies that understand the needs of the different youth in Ontario, the school system aims to encourage students to study through personalized policies. Recommendations to improve the system include help from parents who are expected to encourage their child. There is also the need for them to be interested in their child's education and not to force them into a system that is set up by unrealistic expectations from the child. Thus, Ontario too seeks to form a flexible working educational system that will entice its students to join and participate in higher education. Governments in every country seek to solve the problem of students who leave school at a young level. Many try to address the factors that force the children to leave school while others implement policies to ensure that this move is not undertaken. The above essay proves that education is a fundamental right of all young children but many are forced to leave it because of personal factors. The aim of governments should be to create policies and funds that encourage students, not only because of the benefits it will reap for each individual but the greater good it will pose to society as a whole. Bibliography ABS Labor Force, Participation in post-compulsory labor force, Available: < http://www.dest.gov.au/NR/rdonlyres/7AC9A067-5969-48E1-B884-B4E7C1F6B085/3997/Participation_in_post_compulsory_schooling.pdf> [Accessed August 11 2009] p 7 Andrews R J (1973), Karmel Report, The Karmel Report and Special education in Australia, International Journal of Disability, Development and Education, 1465-346X, Volume 20, Issue 3, 1973, p154 - 159 Community Health Systems Resource Group (2005), Early School Leavers: Understanding the Lived Reality of Student Disengagement from Secondary School, Ontario Ministry of Education and Training,Special Education Branch Connell J, Learning and Teaching for the twenty-first century, Rupert Maclean, Springer, p 275 Department of Education, Training and Youth Affairs, Participation in post compulsory schooling 2000, IAED Occasional Papers Series, Available: [August 11 2009] Education Post compulsory- 2009 entry, Oxford Brookes University, Studying at Brookes, Available < http://www.brookes.ac.uk/studying/courses/postgraduate/2009/pce> [August 11 2009] Forster J and Ryan C (October 1989) The first labor market decision: leaving school in Australia, Labor & Industry Vol. 2, No. 3, pp 493-520. Kapuscinski C (1999) Entry level training in Australia in the nineties: analysis of factors influencing the provision of employer training to apprentices and trainees, Unpublished REB Discussion Paper, Department of Education, Training and Youth Affairs. Long, Michael, Carpenter P and Hayden M(September 1999) Participation in education and training 1980-1994, Research Report Number 13, ACER. Lewis, Phillip E. T. and Koshy Paul (1999), Youth employment, unemployment and school participation, Australian Journal of Education, Vol. 43, No. 1, pp 42-57. Maclean R (2007), Learning and teaching for the twenty-first century, Springer, p 276 Pollard A (2003), Key Issues in Post-Compulsory Education, Teaching and Learning, Available: < http://www.tlrp.org/pub/newslet/PCE.PDF> [August 11 2009] Queensland The Smart State: Education and training reforms for the future, A white paper, Queensland Government Sloan J and Wooden M (November 1984) Part-time work, school retention and Unionization: aspects of the youth labor market, Working Paper Series No. 72, National Institute of Labor Studies. Wachter, Michael L. and Wascher, William L(1991) 'Leveling the peaks and troughs in the demographic cycle: an application to school enrollment rates: a reply', The Review of Economics and Statistics, Vol. 73, pp 575-576. Read More