The aim of this task is produce an annotated bibliography of relevant sources for the following research problem: “Discuss the potential impact of the provisions contained in the Education and Skills Act 2008.” It will begin by defining education and then it will describe the education Act 2008. Thereafter it will discuss the potential impact of the provisions contained in the Education and Skills Act 2008 and lastly a conclusion shall be drawn.
Education, system of formal teaching and learning as conducted through schools and other institutions. Levels of education in modern societies can go from preschools to colleges and universities.
The Education and Skills Act 2008 is an Act of the Parliament of the United Kingdom. This piece of legislation will increase participation in learning for young people and adults, helping to meet the Government’s ambition of achieving world-class skills in the UK by 2020. This is a joint Act with the Department for Innovation, Universities and Skills that puts in place a right for adults to basic and intermediate skills, giving adults a second chance to gain the skills they need to thrive in society and throughout their working lives.
This Act was passed in the year 2008 and it has an impact on the education of young people in The United Kingdom. It provides that: “by 2013, all young people in England have to stay on in education or training at least part-time until they are 18 years old. By 2015, all young people will have to stay on in education or training at least part-time, until they are 17 years old.” According to the National Berea for Students with Disabilities: the effect of the Act is that young people are required to participate in education through either: full-time education-that...
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...elopment and children’s rights. Save the Children, defines children’s participation as “involving boys and girls in decisions about their lives and the lives of their family and community and larger society in which they live” . From the foregoing, the major purpose of children’s participation is to empower children as responsible individuals and members of society. it is actually giving them the opportunity to influence the actions and decisions that affect their livelihoods.
In conclusion, the impact of the Education and Skills Act 2008 on young people is that it increased the minimum age at which young people in England can leave school. Furthermore, young people will be able to choose whether to stay in full-time education or take on work-based learning such as an Apprenticeship. Lastly, the Act encourages student participation in the decision making processes.
A second piece of education policy that could be said to have a main aim of reducing social class inequality is The Education Act of 1944. Before this, only the middle class children could go to grammar schools and receive prestigious education due to the cost. However, The Education Act of 1944 introduced the 11+ exam and the ‘Tri-partite system’. All children sat the 11+ exam. Those who passed could go to grammar school, those who failed went to secondary moderns, and those with special abilities went to the secondary technicals. This meant that even if a working class child didn’t have any money, but successfully sat the 11+ exam, they could then go onto grammar school. Although at face value it looks as though this policy is reducing social class inequality, the 11+ exam and the Tri-partite system have been criticised. This is because the 11+ exam was seen as being biased in favour of middle class pupils. In addition, there was supposed to be a parity of esteem between the 3 schools. However, Grammar schools were deemed much better. Further to this, working class children who secured a place at a grammar school by passing the 11+ exam couldn’t even go anyway, as the price of various uniform and sports attire was too much. In response to this, in 1965, Comprehensive education was introduced. This sys...
The essay will commence by focusing on the1944 Education Act, as it was "the most important piece of educational legislation since 1902" (Gosden, 1983:3). There was a great need for this Act, because the Second World War caused considerable disruption to the educational system. As Dunford and Sharp point out, "evacuation, staff shortages and suspension of building programmes all created their own problems. War also brought important changes in social attitudes, and [...] there was a determination for a better future" (Dunford and Sharp, 1990:17). Therefore there was a need to remodel the current education system "in order to ensure that every child would go to a secondary school" (Gosden, 1983:1). Planning for reconstruction of education culminated in the Education Act of 1944, which is also known as the Butler Act.
• Statutory Guidance from the Department for Education (DfE), replacing March 2015 and 2014 versions.
The last act that will be reviewed is the Education Act of 1880, which made school compulsory for all children between the ages of five and ten. Even though the Act made attendance mandatory for children in this age group, only eighty-two percent of children were attending school by the early 1890s. Many children continued to work as their families desperately depended on their incomes to order to make ends meet.
By increasing the school leaving age, the most probable action would be that in order for schools to cope with the influx of students aged between 16-18, new colleges would be built or sixth forms within existing secondary schools.
Ferri, E., Bynner, J. & Wadsworth, M. (Eds) (2003). Changing Britain, changing lives. London: institute of education, university of London.
Nowadays we live in a world where education is vital and every parent wishes to see their children thrive in education. Now people are becoming more concerned about
Education is the process of receiving knowledge, which is gained through various ways, but the most popular way is through school. Usually in society school dedicates how much education is received and individuals are ranked within a society based on an understanding of the taught material. As McCandless said “You don't need to worry about me. I have a college education” (Krakauer 52). I would agree with that there is a difference between education and school because there are many other ways education can be gained other than going to an institution. However, school institutions provide the most basic and constant access to education to many. Education is earned through traveling the world and learning about other cultures or other forms of
Keating, J. 1998. Australian Training Reform: Implications for Schools (Revised Edition). Curriculum Corporation, Melbourne, Victoria.
Holmes, D, Hughes & Jullian, R, 2007, ‘The more you earn the more you learn: Education Today’ Australian Sociology Pearson Education Australia, Sydney, pp.217-244.
Wills, P. (1977) Learning to Labour: How working Class Kids Get Working Class Jobs. Hampshire: Gower Publishing.
The UK’s education system has seen many reforms aiming to improve opportunities for children. Education was once a supreme priviledge, of which only the rich members of society would receive the right to. A significant change in the form of The Forsters Education Act 1870 began to address this, with the introduction of free compulsory schooling. At present, in England and Wales, the Equality and Human Rights Commission (EHRC) states that:
O’Sullivan’s (2006) argues that the Employability Paradigm which emerged in the 1970’s served to distinguish a group of students who were not achieving the standard needed to guarantee employment. Employability is the assessment of those with the lowest chance of success in an economically motivated nation. It posits that intervention is necessary to prevent those individuals who have failed within the system from being dependent on social welfare and subsequently from being socially excluded (O’Sullivan 2006). In the early 1970’s, Ireland’s entry into the European economy and the changing employment market combined to connect education attainment to employability. As a result, educational credentials became the accepted way of assessing ability and this served to focus attention on those leaving school early with little or no qualifications. O’Sullivan argues that while the policy of the state, on the surface, seemed to support equal opportunity with the provision of free access to secondary education, the reality for most working class students was far from equitable. There were limited interventions available for those who needed help to develop the skills needed to benefit from access to secondary education and these students became disenfranchised. The disc...
Education is generally seen as a formal process of instruction, based on a theory of teaching, to impart formal knowledge to one or more students (Cogburn, n.d.). Henceforth, individuals seek to acquire some form of schooling from pre-school through secondary school while others may go on to tertiary to better him or her in some way. A definition of education according to the Oxford Advanced Learner’s Dictionary is that education is “a process of teaching, training and learning, especially in schools or colleges, to improve knowledge and develop skills.” Where education in the common parlance has become a process of adding layers of one’s store of knowledge, the true aim of education is to call forth that which is essential to the individual (White, 2006). Furthermore, and according to Coombs and Ahmed 1974, education is a continuing process, spanning the years from earliest infancy through adulthood and necessarily involving a great variety of methods and sources. Education also involves inculcating in students distinct bits of knowledge; therefore education is an additive process (White, 2006). It adds to an individual as well as it adds to a country through the individuals who are and would have been or are being educated. According to a study conducted by Olaniyan and Okemakinde 2008, education creates improved citizens and helps to upgrade the general standard of living in a society. Furthermore, education plays a key role in the ability of a developing country to absorb modern technology and to develop the capacity for self-sustaining growth and development (Todaro and Smith, 2012).
There is no one single definition for what education really is. Experts and scholars from the beginning have viewed and commented about education in different ways. The definition mostly agreed upon was that education is an acquisition or passing of skills, behavior or knowledge from an institution to another. This institution can either be a person, a school, a family or even the society. If we go in the ancient meaning and the ideology of education, it means to lead out of ignorance. In other words, education or knowledge in this sense was light and education brought the person out of the dark. The purpose and ideology of education is therefore to bring out the potential of a person and pass on knowledge