The Literacy Curriculum in Further Education - Essay Example

How do local, regional and national Politics, policy and Business shape the literacy Curriculum in Further Education? Roll No: Teacher: Date: 17th October 2009 University 1.0 Introduction Literacy curriculum in UK has targeted those, young people in the society, who are deprived of quality education. It brings them back to the learning habit and provides them a second chance to study. Literacy program consists of mixture of different skills and experiences. Politics and economic condition are the major factors in determining the success of these programs, thus, structural design of the literacy programs should be suitable for the young people. Literacy is the capability to interpret and understand the language, and it enables human beings to read, write, speak and listen and moreover communicate with other human beings. Literacy and communication mould a person to facilitate and participate in the social order. Literacy is a facility, which makes a person capable to classify, understand, interpret, construct and compute in order to apply his knowledge and ideas to succeed in personal as well as social life. It consists of a range of education and learning activities which enable an individual to achieve his/her knowledge and ideas and to develop talent through which, one can contribute to society and its well being. Literacy is gaining knowledge; the fundamental knowledge and literacy is considered as the requirement for learning and attaining various skills, which help individuals to grow. The development of technology and science makes literacy and learning skills essential for the young and adults of all ages while appropriate utilization of these skills will help the development of a country. 2.0 Impact of Politics, Policy and Business on the UK literacy Curriculum in 14 to 19 education During 1980’s and 1990’s dissatisfaction with the result of the education system in UK, the education system was massively criticized for the failure to produce adequately trained young people to attain knowledge and skill, it also failed to look out on the work culture which demands global economical development for achieving the global standards (Lumby, et al 2005). Comparing to global standards, the output and outcome of the educational system was pathetic and the large number of young people failed to achieve the minimum qualification at the age of 16 years and percentage of remaining in basic education after 16 years was also low. To increase the participation in education and training, the government initiated the program for the youth of 14 years and above, who failed in attaining minimum qualification at their age levels. Despite many programs that the Government had implemented earlier, the 14-19 education programs were widely appreciated mainly due to several new methods which attracted more young people and directed them to succeed in making themselves knowledgeable and skilled youth. Foundation of Learning Tier (FLT) being developed by the government with the support of LSC and qualification and curriculum authority (QCA), was personalized learning corridor to the age group of 14 to 19 to achieve their prospective via GCSE and prevail over their learning difficulties (Lumby, et al 2005). The context of the policy and structure of 14 to 19 education was made in the view of economic melancholy in 1970s and 1980s in which, failure of education and training system to deliver skilled labour force to participate in development of global economy was emphasized. The training considers the human perspective as the most crucial as human beings are the primary resource to be invested to achieve the goal of individual as well as the nation (Lumby, et al 2005). The generation of trained and knowledgeable future workforce was the primary goal to achieve through education and training business through which, the nation can support its economic growth by the promotion of a competitive, flexible and an efficient labour market. 3.0 Targets Set By government to Improve the Literacy Curriculum UK government faced the problem of establishment of a successful education system due to which, young people were failing to achieve the minimum qualification at the age of 16 and qualify for the higher studies. And also the concern was the increasing percentage of young people, who were left behind in the basic education after the age of 16. The government has set a target of 50% of 19 year old to enter higher education by 2010. As a result, universities and other educational institutions offering higher education could be seen as the major institutions or organizations that are facilitated by the 14 to 19-education program (Hodgson et al. 2008). Because of the 14-19-education program, the path to attain the qualification up to the higher education is considered as the primary indicator of the success and the rest have become secondary alternatives. The secondary education became more demanded and it was considered as gatekeeper of economic success. It is measured as prominent for individuals to attain the entry level education to higher education, which is prevalent to success. Young people, government, employers, parents and stake holders such as higher education institutions all have been very excited on the outcome they expected from this program of 14-19 education and hence there are more requirements of explicit and contradictory programs. 4.0 Business Influence on the Literacy Curriculum Literacy is a comprehensive subject which attracts the attention of practitioners and thinkers with diverse perspectives, and engages wide array of organizations and client groups. Literacy is a shared responsibility of people, government and organizations of the country and it is necessary to combine all the different group of actors of education, business, industry, the community and the family, so that the resources and capabilities are exploited completely to achieve desired goal (Hodgson, et al. 2008). Literacy demands working, recreational and social conditions of present and future, and it has to be considered along with its impact on the information based economies of society and nation. Economic growth of the nation is mainly based on the enterprises and industries of the country and their development. The well developed and technically well versed industries demand knowledgeable and skilled labours, which are the requirements of the business; the UK industrial sector was mainly catered for migrant workforce because of scarcity of the skilled labour force from the country. To educate the youth about the opportunities for the skilled people and their employment options, the demand for the labour force and human resource, are the major attractions of the 14-19 education program and success. Number of other factors which consist of changes in the demographic profile of the society, global demand for high skilled labour, flow of migrants and uneven experience of poverty by children, highlights education as solution to social and economic success (Lumby, et al 2005). 5.0 Conclusion The 14-19 education was distinct and unique in nature and its success was mainly depending on the achievement of attracting the youth towards this program and making a desire in people to earn a qualification which is the gate pass to higher studies. Not only educating the youth, but also developing the skilled and knowledgeable future generation will enhance the growth of the society as well as nation is an appreciable manner by UK government through the 14-19-education program. References Jacky Lumby, Nicholas Foskett. (2005) 14-19 education: policy, leadership and learning. SAGE Publications Ltd. Ann Hodgson, Ken Spours. (2008) Education and Training 14-19: Curriculum, Qualifications and Organization. SAGE Publications Ltd. Read More