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An essay on vocational education
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Education both influences and reflects the values and aspirations of a society. It is therefore important to recognise a set of common aims, values and purposes that underpin a school curriculum and the work of schools in a range of countries (DfE, 2008). This comparative study will explore the curricula of England and Finland - discussing the history, structure and contents; and consider which of the above are more useful in preparing young adults for life in the modern society. With reference to the modern society, it is important to understand that what makes a society modern is entirely a subjective ideology. This takes into consideration that the views and expectations of one modern society may differ from the views and expectations of another. In terms of historical context, the National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988 (DES, 1988). From its establishment, the curriculum was then divided into its primary (Key Stage One and Two) and secondary (Key Stage Three and Four) form. With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po... ... middle of paper ... ... to rigidity of the upper secondary school in the form of vocational education and training schools. The objective of vocational education is to foster students' development into good and balanced individuals and members of society and therefore provide them with the skills relevant to a specific career path (Sarjala, 2001) and thus relevant to the demands of the Finnish modern society. This assignment has discussed two examples of curricula and it has been concluded that the Finnish curriculum is more suited to preparing individuals to life in the modern society. It has been stated that Finnish schools are ‘the schools of civilisation in an information society’ (Sarajala, 2001b) and therefore, they arguably educate and prepare young adults more sufficiently than the schools of England, who simply provide basic foundations for future development after education.
In the beginning, there were basic schoolhouses to fulfill the needs of a newly industrialized society. The subjects taught had the sole aim of the student being able to secure a job with the ultimate goal of creating a large enough workforce to fill the new societal needs, creating a stigmatization that any subject that does not help to secure a job is useless. Now that that goal has been met, the bases of classical higher education have been fighting their way into primary education while trying to destroy the previously mentioned stigmatization against non-career-oriented subject matter. Only after hundreds of years, humans as a whole are figuring out that the only subject of education should life and all of its manifestations with no other distractions. Because of this, the main ideas of education should be few, but very important. The ideas taught should be applicable to many scenarios and students should be thoroughly taught their application in life. A...
The Education system of England and Wales underwent a number of important changes since 1944. This essay seeks to concentrate on these major changes describing the rationale and impact they had on the British education system.
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
“Vocational Education in Finland.” Ministry of Education and Culture. Ministry of Education and Culture, n.d. Web. 2 Oct. 2013. .
Every year a significant percentile of the American population struggle with finding access to a quality education that their finances can maintain. Finnish writer, Anu Partanen, contrast the American School Systems and their lack in accomplishments as compared to the educational programs in America. Along with her contrast in the two countries she offers a probable fix to changing the way America operates in her recent essay: Finland’s School Success What Americans Keep Ignoring. Partanen juxtaposes both Finland and America, utilizes ethos, and even provides a visual in order to reinforce her argument on the situation.
In order to distinguish the subtle differences in the factors contributing to the education system in Finland compared to the United States, one must evaluate the country’s teaching objectives. The objectives will not only set a bar for schools to meet, but also create a perception of the curriculum being taught. Both countries see their main objective is to ensure the possibility for any citizen to receive an education, but these two nations have different goals that go along with this objective.
Matheson, D (2008) An introduction to the study of education. 3rd ed. London: David Fulton Publishers Ltd.
In Australia, the Australian Curriculum and Reporting authority (ACARA) has developed national curriculum and guidelines to be adhered to by all educational entities and teachers from years K – 12.
History plays an interesting role in the nature of education, for time has certainly been a controlling in the changes of our education system socially, economically and politically. It all begins in the 1800’s. The 1800’s introduced the first set of three R’s, reading, ‘riting and ‘rithmatic where the teacher knows best and politically a better adult with a better job meant a productive society (Betts, 2011a). By the 1960’s education had changed. The three R’s were transformed into rules, regulations and rituals, which were discovered in the hidden curriculum and meant that children were gaining more then just education in school (Betts, 2011a). By 1980 and in today’s education, we see a whole new system with transformation beyond belief. The school resembles a miniature workplace that is much more powerful then it has ever been...
The education system in Ireland has always been a considerable point of discord. It has been the focus of numerous debates and reforms. Many of these initiatives have been heralded as exemplary feats of innovation and reform in there early days and then rapidly seem to deteriorate over time. Even our success stories appear as isolated pockets of excellence are as likely to atrophy as to prosper (Fullan, 2001). The power to select and shape curriculum in Ireland has predominately rested in the hands of the privileged few. As a consequence of this the values and rationale underlining Irish curriculum have persistently lacked consultation, partnership and connectivity with the true drivers and targets of the initiatives. This has led to the repeated introduction of new reforms and the repeated failures of these reforms in the most vicious of cyclical processes. As we stand on the cusp a truly radical educational reform, this paper will outline how the NCCA are transcending past failures and resistance to change by sectoral interests to create an educational reform that will if politically and locally supported alter the fabric of the educational system and Irish society. This will be done by critically evaluating the importance of consultation/ partnership in successful reforms, the approach that the NCCA are taking and finally the values in these proposed changes and how they compare to the current school culture and curriculum.
Waters, M. (2013) The new secondary curriculum. What has Changed and why? London: Qualifications and Curriculum Authority
In ascertaining the differences and similarities between European and Western neighbours in how education serves its purpose, this essay will address various areas that concern the historical, political and social perspectives of primary schooling between both Danish and its English counterparts with reference to key issues such as relevant areas of concern. Thus highlighting matters such as the difference in starting ages; varied approaches to the curriculum and assessments in how both countries address its education, it is therefore significant in evaluating the backgrounds in both the Danish and English primary schools. This essay will emphasise how influential factors in education has developed in light of the twenty-first century, evaluating ideology which has directed both primary schools aims and outcomes that exemplifies the difficult outlook of education and learning viewed by its pupils as well as the teachers. Furthermore, highlighting and providing evidence for the importance of understanding the socio-cultural context and how learning takes place to meet the requirements and reinforce analysis on educational modifications in comparing educational systems and their outcome and effectiveness, this essay endeavours to provide knowledge, in comparing both countries’ primary schooling.
...mmond, Linda). In America, students are evaluated based on assessments whereas Finland is not confined to any external standardized tests to rank students or schools. “Most teacher feedback to students is in narrative form, emphasizing descriptions of their learning progress and areas for growth.. The focus is on using information to drive learning and problem-solving, rather than punishment.” (Darling-Hammond, Linda). Finland has shown a promising gradation throughout recent decades; reasons for this may be its approach to tests as it focuses on establishing a productive learning state at a young age then advancing into administering actual tests at a later age. According to observations found by the researchers Välijärvi and his team, “ Finland has adopted alternative approaches in education policies to raise student achievement.” (Välijärvi, J. & Malin, A.).
Education differs from one country to another because every country possesses its own system of education. However, it is commonly believed that Finland has the world’s best education system (Gamerman,2008). So, its education system differs in many ways from the other countries like the one in Germany. The Finnish education system consists of basic education, upper secondary and higher education (Vossensteyn,2008) whereas German education system consists of primary education, secondary education and tertiary education(Lohmar,2012). Even Though , 9-year schooling is compulsory in both countries, they differ in the types of schools, duration of the education and so on. In this paper, the similarities and differences between these two education system is going to be referred in more detail.
One of the most clearly seen and common aim of schooling is to develop individuals ‘who have skills an...