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Social mobility in social classes
Social mobility in social classes
Social mobility in social classes
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All countries of the United Kingdom have different laws to regulate the education system since it is a devolved matter.
Across the United Kingdom, there are five stages of education:
1. Early years: - Ages 3–4 in England, Wales and Northern Ireland.
- Ages 3–5 in Scotland.
- This stage consists of the nursery and it is not compulsory.
2. Primary: - Ages 4–11 in England, Wales and Northern Ireland.
- Ages 5–12 in Scotland.
3. Secondary: - Ages 11–18 in England, Wales and Northern Ireland.
- Ages 12–18 in Scotland.
4. Further Education (FE): - It is not compulsory.
- It is about non-advanced education and it often represents a necessary qualification for some kind of universities and careers.
- It takes place in Higher Education Institutions (HEIs) and further education colleges.
5. Higher Education (HE): - It is not compulsory.
- The educational institutions of this stage are universities, colleges and other HEIs.
The “National Curriculum”, introduced in 1988, provides a common system for primary and secondary education in Wales and England, stating the subjects and the standards that children should achieve in every subject. Northern Ireland and Scotland use their own curriculum.
Moreover, there are two different groups of schools in the United Kingdom: state schools and independent schools.
• State schools operate with public funds, providing a free education to pupils. All children in England between 9 and 15 are have the right to go to free state schools and about 93 per cent of British students attend them. In England and Wales state schools must follow the national curriculum. It includes: English, a modern foreign language, science, maths, geography, history, art and design, music, citizenship, design a...
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...on at a glance 2013
• http://www.oecd.org/edu/United%20Kingdom_EAG2013%20Country%20Note.pdf vedi bene reference: google-> oecd education at glance 2013: country note for the UK
• http://www.bbc.co.uk/news/education-23261287 vedi bene come fare reference.
• http://www.scotland.gov.uk/Topics/Education/UniversitiesColleges/16640/financial-help
• http://www.nidirect.gov.uk/index/information-and-services/education-and-learning/higher-education/student-finance/what-you-could-get/tuition-fees-and-other-expenses/tuition-fees-by-location.htm
• http://www.telegraph.co.uk/education/educationnews/10160519/Private-school-pupils-get-better-degrees-and-jobs.html
• vedi bene reference
• http://www.theguardian.com/news/datablog/2012/may/22/social-mobility-data-charts
• vedi bene reference
• http://www.suttontrust.com/who-we-are/about-us/social-mobility/
• vedi bene reference
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
Research done by Zegarac and Franz (2007) about “Secondary School Reform,” gives a brief layout into who controls the secondary school curriculum. They state that the Ontario education system “is organized on three levels, within which the Ministry of Education, school boards, and schools, form the nucleus of the system” (Zegarac and Franz, 2007). The Ontario Ministry of Education website offers a brief breakdown of the various members and groups involved within the system.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
It is safe to say that the current education system in the United States does not help create a good workforce, it does not help students meet their goals and it does not do a good job in creating good citizens. The current education system is not able to do this because not everyone is about to get a higher education, it is not practical, and a college education and grades are not good factors/indicators in determining a person’s success. Yes, the education system is better here than in other areas, but there are a few things that need to be worked on.
Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
Something I have always known since I was a little kid is that the educational system in this country is a complete fraud. American schools claim to live by the ideal of No Child Left Behind, but millions of students get cast aside each and every year. In schools these days, it is obvious which students are the elite—those that are raised up and motivated to go to college—and the ordinary student— those that are somewhat ignored throughout their schooling and are lucky if they even earn a GED. As a recent graduate of high school, and a product of this country’s educational system, I have had the opportunity to develop my own opinions regarding the myth of education in our society. Based upon my observations going through the school system, and the various arguments posed by several authors in “Rereading America”, I strongly believe that schooling in this society caters solely to students in the elite category while ostracizing students that do not live up to the elitist ideal.
Compulsory education laws were put in place for kids to obtain skills. These laws are required for young people to attend a public or private school. Homeschooling, however, is also an option, but practically all states have authorizations for
The laws of the schools are to protect the students, faculty, and staff. Administrators must know the law so that everyone is treated equally and fair. With the state statutes, the school boards have the right to adopt and enforce rules and regulations necessary to operate and manage schools. Parents have to right to place their children in any institutions they feel their children will excel, whether that is a private or public school.(Essex, 2002, p. 6)
The Australian Curriculum is organised in a few different ways. There are two main design elements, Curriculum content (what the teacher is to teach) and Achievement standards (what the student is to learn). There is also Reporting Framework which incorporates elements of both areas. These elements were designed to provide guidelines as to what would be included in the Australian Curriculum. The Curriculum Content is organised into categories (strands), and are presented with descriptions to report and describe what is to be taught at each year level. Together, these descriptions form the scope and sequence across all covered years of schooling (Foundation to Year Ten). The areas of study covered in each year build upon the previou...
Education is in itself a concept, which has changed over the millennia, can mean different things and has had differing purposes according to time and culture. Education may take place anywhere, is not constrained by bricks and mortar, delivery mechanisms or legislative requirements. Carr (2003. p19) even states, “education does not necessarily involve teaching”. Education, by one definition, is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life (education, n.d.).
The education system has been a controversial issue among educators. Requirements of school do not let student choose what they want to study for their future. It’s a big issue to force student study specific curriculums, which don’t help them improve, and what they like to create something. Educators choose a general system for education to all students which based on general knowledge. Intelligent or genius students have to be in that system of education, which doesn’t let them improve their creativity. Educators attempt to change that system to make it better, but their changing was not that great to be an example for the world. Also, did that change qualify education system to compete other systems or not? In some examples and reasons have been made me agree with some of points from Gatto’s and Edmunson’s and disagree them.
Study/education improves the development of a society hence the need for educated individuals to occupy significant position in order to improve such society.
Higher Education (University Level) – It should be provided according to aptitude. That is, if anyone meets the essential education standar...
Every society has specialized individuals who fulfill certain positions that require extended education. In some cases, these people are known as shamans, priests, or professors, or they may be doctors, mechanics, blacksmiths, or artists. In all these professions, some form of higher education is necessary. It could come from an apprentice or rigorous private study, or it could take the form of a formal higher education. Whatever the form, the meaning is the same, gain knowledge and use it.
... is a lot more that can be said about this subject matter for both the problems and the solutions. For example, the role that each state and local government has in the education system. Unfortunately, the page limit for this paper would get in the way so the end shall go like this. The education that is in place now was put together in a different time and era. The time of the assembly line education is long gone; it is now the era for pushing children into advanced thinking and critical learning that the twenty-first century calls for. But the only thing that has been done with the education system is layer upon layer being added to nonworking, broken, old rules and higher standards for that system to work towards. The education system has not yet been brought into the modern world. It is a great feat that needs to be accomplished but it is not an impossible one.