Explore the link between its provision, equality and social inclusion of education policy with relevant theory from the module - Essay Example

Comments (0) Cite this document
Name: Tutor: Course: Date: University: Education policy, Equality and its social inclusion Policy can be defined as anything that governments, intergovernmental organizations or institutions choose to do or not to do. Public policy refers to actions and the position taken by the state that consists of range of institutions that share the essential characteristics of authority and collectivity…
Download full paperFile format: .doc, available for editing
GRAB THE BEST PAPER95.9% of users find it useful
Explore the link between its provision, equality and social inclusion of education policy with relevant theory from the module
Read TextPreview

Extract of sample "Explore the link between its provision, equality and social inclusion of education policy with relevant theory from the module"

Education policy, Equality and its social inclusion Policy can be defined as anything that governments, intergovernmental organizations or institutions choose to do or not to do. Public policy refers to actions and the position taken by the state that consists of range of institutions that share the essential characteristics of authority and collectivity. Public policies are normative and express both the end and means designed to steer the action and behavior of people. Policy refers to things that can be achieved in principle, to matters over which authority can be exercised (Rizvi & Lingard 2010, p.4). Public policies such as the education policy of any country and by any government must emphasize the purpose and the goal of education. Any education policy should be aimed at having an effect in the broader social cultural and economic domains; Policies can either be distributive or re-distributive. Distributive policies simply distribute resources, human labor and otherwise while redistributive policies seek to intervene against disadvantaged through positive discrimination mostly but not always in relation to funding (Basit & Tomlinson 2012, p.32). Britain has tried to adopt education policy that is based on social inclusion and equality in its national education curriculum. The education policy outlines social inclusion in the curriculum; the policy outlines different principles that ensure there is social inclusion in the education system. These principles include the setting of suitable learning challenges; responding to pupils diverse learning needs; and overcoming potential barriers to learning as well as assessment to individual and groups of pupils. In these principles, issues of race, gender, disability, sexuality, religious and cultural differences, special needs and ethnicity tend to be fore grounded. However, the policy has trivially addressed issues of social class. Social class is either forgotten or disregarded in the discussion of social exclusion in education (Hill & Helavaara 2009, p.42). The education policy does not draw the distinction between social inclusion/exclusion versus equity and equality. In matters of public policy such as the education policy, social inclusion is not the same as equity. For instance, the unambiguous emphasis in government education policy on raising achievement standards plays a big role in increasing inequality. Furthermore, the emphasis on social inclusion downplays the gross inequality and privileges enjoyed by the elite private schools within hierarchical educational structure (Hayes & Stidder 2012, p.8). Equality has been the target of the policy makers in the education system during the post war period in Great Britain. From 1944, the British government included ‘equality of opportunity’ in the rhetoric of schooling. In 1960s and 1970s policy makers were mostly concerned about the equality of opportunities in education. The policy changed towards the twin goals of greater equality and increased economic growth. During this period, research indicated that, curriculum, syllabus and content excluded the experience of girls and women. At the secondary level, where choice was available, girls tended to opt for humanities, languages, and social science while boys took science, mathematics and technological subjects. Additionally, student tended to be directed to traditionally male and female subjects and careers. Girls’ careers were believed to be less important than boys. In relation to performance, girls were seen to be performing well in primary level although they did slip back at the secondary level especially in science and mathematics. In general young men were seen to have a greater advantage in the labor market. This is because the majority of young women tended to opt for low paid jobs that were regarded to be feminine due to their low occupational aspirations. There was a perceived school curriculum that was unwritten which was found to exert pressure on students to conform in sex-specific ways. Social inclusion and equality have become the national educational policy priority during the postwar period. It has become the key statutory objective and teachers have been encouraged to engender through the national curriculum inclusion statement. The statement expects that teachers will take account of the diverse needs and experiences of all pupils in their planning and teaching. Teachers are required to acknowledge the requirements of both boys and girls, in addition to pupils with specific, educational needs. Pupils with disability, pupils from different social and cultural settings, those of different ethnic groups including travelers, asylum seekers, and those from diverse linguistic and religious background (Furlong & Phillips 2001, p.48). In the delivery of socially inclusive curriculum, teachers are entrusted statutorily to value pupil diversity and enable people to develop an understanding of different groups and at the same time view differences in others positively A socially inclusive curriculum should allow pupils to see their identities, histories and experiences positively incorporated in the curriculum. Teachers should have high expectations of all pupils, set suitable learning challenges and overcome potential barriers to learning and assessment for individual pupils and group of pupils. Teachers are expected to challenge any form of stereotype, prejudice, attitude and racism in relation to class, disability ethnicity, gender, culture, religion, language or even sexuality. This fosters the participation of all pupils’ fully in class and develops the concept of equality and social inclusion in the education system (Furlong & Phillips 2001, p.48). References List Basit, T. & Tomlinson, S. (2012). Social Inclusion and Higher Education, Bristol, Polity Press. pp. 32-34. Furlong, J. & Phillips, R. (2001). Education, Reform and the State: Twenty-Five Years of Politics, Policy, and Practice, London, Routledge. Pp. 44-48. Hayes, S. & Stidder, G. (2012). Equity and Inclusion in Physical Education, London, Routledge. pp. 8-14. Hill, D. & Helavaara, R. (2009). Equality in the Primary School: Promoting Good Practice Across the Curriculum, London, Continuum publishing group. Pp. 41-45. Rizvi, F. & Lingard, B. (2010). Globalizing Education Policy, London, Routledge. pp. 2-8 Read More
Cite this document
  • APA
  • MLA
(“Explore the link between its provision, equality and social inclusion Essay”, n.d.)
Explore the link between its provision, equality and social inclusion Essay. Retrieved from
(Explore the Link Between Its Provision, Equality and Social Inclusion Essay)
Explore the Link Between Its Provision, Equality and Social Inclusion Essay.
“Explore the Link Between Its Provision, Equality and Social Inclusion Essay”, n.d.
  • Cited: 0 times
Comments (0)
Click to create a comment or rate a document

CHECK THESE SAMPLES OF Explore the link between its provision, equality and social inclusion of education policy with relevant theory from the module

Policy provision and legislation

...subservient to the economic imperative…closely linked…,are concerns for citizenship and national identity are often informed by globalization and economic utilitarianism to provide a rationale for range of economic policies,…and how this might influence perceptions of equity and social justice…a further theme is identified as the trend towards greater accountability, increased choice opportunities and developed autonomy. Accountability, autonomy and choice emerge as themes in educational policy in a number of different forms…the variety of forms in which accountability is manifested in specific policy contexts, focusing on accountability...
20 Pages(5000 words)Essay

Inclusion in Education a regular school timetable. For them, rushing from physics to history to French would be equal as being on another planet. This situation can be completely inappropriate for them. According to a Shadow education secretary, the government should rethink its policy of inclusion. It is because it becomes unfair on children with special abilities, rest of the class and teachers. According to the National Autistic Society, the disabled had no choice but to learn in regular classroom settings. The reason being they numbered 90,000 but there were only 7500 special schools. Inclusion means that the teachers have to be trained according to the...
14 Pages(3500 words)Essay

Inclusion Policy

...the reason for educating the girl child. In addition the girl child was discouraged form undertaking science related subjects and the boys were equally discouraged from taking art based subjects leading to an in imbalance between the girls and boys in the specific subject areas .On the other hand most children with disabilities were being discriminated and they had no right to education like any other child. Inclusion policies were made so that all children would get a chance to access education despite their race, gender or disability (Fazal & Lingard, 2010). Critique of the inclusion...
5 Pages(1250 words)Essay

Contribution of Education Law to Social Equality

...occur, one ethnic group might be entitled to more privileges, compared to the rest of the ethnic groups. Nonetheless, in the United Kingdom, the education law provides for social equality, since the government has made education to be compulsory, with schools funded by the government so that all children can enroll. Riddel (2009) argues that social equality, justice, and inclusion are important factors, which are influenced by the education policy of a country. Therefore, a good education policy will promote these factors, while a poor and biased...
5 Pages(1250 words)Essay

Inclusion in Education found in other countries is information about the factors relevant in realizing inclusion in education, and comparative research does not end with the description of practices in other countries. It is important to note that there would be contextual differences between countries that could lead to difference in approaches for implementation. All these emanate from the basic dilemma, "whether to recognise and respond or not to recognise and respond to these differences." By this, he means when the concept of equality comes in to play, it would involve wide relevancies to other areas of diversity that include gender, ethnicity,...
6 Pages(1500 words)Essay

Labour Policy of Inclusion

.... and Corbett, J. (2000) Theories of Inclusive Education London: Paul Chapman Cole, M. (2000) Education, Equality and Human Rights, London: Routledge Falmer Corbett, J. (1996) Bad - Mouthing: The Language of Special Needs London: Falmer Press Daniel's, H. (2000) Special Education Re-formed: Beyond Rhetoric London: Falmer Press Edmunds, A. (2000). Substantive changes in teachers' roles and developing inclusive practices in Nova Scotia schools A Newfoundland comparison. Farrell, M. (2006) celebrating the Special School London: David Fulton Publishers Ltd. Garner, P. (2006) Special Educational...
16 Pages(4000 words)Essay

Relevant Theory

...Running Head: Integration and Synthesis of Relevant Theory Integration and Synthesis of Relevant Theory and Research of the appears here] [Name of the institution appears here] Integration and Synthesis of Relevant Theory and Research Adolescence represents a sensitive stage of development posing a high risk for contacting dangerous addictive behaviors. Drugs and alcohol abuse present as the single most serious problem within this population, making them vulnerable for serious delinquent behavior. Drug use is the increasing problem among teenagers in today's high schools. Interestingly, alcohol abuse and alcohol dependence are...
9 Pages(2250 words)Essay

Communication In Multidisciplinary Health Teams

...workforce conditions. Fairer charging was proposed to the Welsh National Assembly to increase the "buffer" and on the disability-related expenditure in local authority, charging for domiciliary care services. (RCN Policy 10/11/06) Health, social care and housing needs of lesbian, gay and bisexual and transgender older people was presented by a Stonewall Cymru commissioned study done by the University of Wales (RCN Policy 26/09/06). The Mental Health Review Tribunal for Wales fights for equality in dealing with both, the English and Welsh languages (RCN Policy 22/08/06). 3.- Practice and health system improvement require integrated decision-making....
10 Pages(2500 words)Essay

Social inclusion policy

... and Asylum.” Education, Social and Public Protection Policy. Brussels, London: Local Government International Bureau. Retrieved 17 August 2006 from <> Spencer, Sarah. (April 2004). “Achieving the Social Inclusion of Migrants.” Presentation to the Irish Presidency Conference on Reconciling Mobility and Social Inclusion: The Role of Employment and Social Policy. Oxford: University of Oxford. Retrieved 17 August 2006 from ... Social Inclusion Policy Immigration into Europe and the UK has been the of much political and public debate which has only heightened in recent years. This issue will not soon fade into...
4 Pages(1000 words)Essay

Womens Inclusion in Education

...important way for fighting against inhumane behavior towards women. Moreover, the constitution has been written in which rights and obligations of all citizens have been clearly mentioned. And the knowledge and understanding of these basic rights and obligations enable the woman to avail all facilities and benefits which are enjoyed by the man. For example, the U.S. law does not differentiate between man and woman when it comes to dispense justice; more clearly, in the eyes of law, both man and woman are equal and have equal and fair access to justice. In this regard, it is worth mentioning that this law and access to justice can only be availed and accessed only if the woman is...
5 Pages(1250 words)Essay
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.

Let us find you another Essay on topic Explore the link between its provision, equality and social inclusion of education policy with relevant theory from the module for FREE!

Contact Us