This paper declares that since 1997 the government has been taking steps to raise the standards of secondary and post secondary education, with an aim of continued education until the age of 18, for which it has been making substantial investments in school…
As the report stresses in the last four years, there have been significant changes. It has become a normal part of life in schools in this country that some young people are studying and achieving recognised qualifications in vocational subjects before 16. New GCSEs in vocational subjects have been launched and the first group of young people have just succeeded in obtaining their qualifications. The Increased Flexibility Programme has given around 90,000 young people the opportunity to spend some time learning subjects in colleges which cannot easily be offered in schools. And from September 2004, for the first time, 14 year olds are pursuing Young Apprenticeships, giving them the chance to combine school studies with learning alongside skilled workers. Work-related learning is now a statutore requirement and the entitlement to enterprise education will be in place by September 2005.
This discussion explores that in some parts of the country, designated as 14-19 pathfinder areas, the process has gone even further. Schools and colleges have worked with local authorities and the Learning and Skills Council (LSC) to offer young people a range of options which goes beyond what any one institution can provide and which is succeeding in attracting many more young people to learning. In other places, new sixth forms and colleges are being opened, boosting participation and choice. ...
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“Impact Of 14-19 Reform on SEN Students Essay Example | Topics and Well Written Essays - 1750 Words”, n.d. https://studentshare.net/education/313862-impact-of-14-19-reform-on-sen-students.
As the essay highlights to many people, inclusion is a philosophical movement that is based on the notion, that all students, irrespective of their disability and level, should attain education in the same classroom, as their peers who are of the same age. This does not mean that inclusion is similar to that of mainstreaming or integration.
The system of education in the United Kingdom is set to provide quality education to the children, to create an innovative and efficient youth force in the country. However, the very system of education is more objective rather than the required subjective approach.
Education is primarily recognised with schooling, but in broader concept it is much beyond that of simple schooling. In the United Kingdom (UK), apart from schooling, the education is also concerned with the logical, the rational and the social development of people.
Allen (2007a) has described the twenty-first century as "an age where what you learn is less important than what it will allow you to earn". It may sound damning, but one of the aims of this paper seeks to point out that it was ever thus for the majority of the UK's citizens.
Even though the broad curricular aims may be similar ,but goes on to argue whether segregation might actually benefit the learning gaps experienced by these children in order to achieve the range of achievement, behaviour and understanding which they should be expected to develop.
Issues surrounding inclusion debate have included; whether it is right to label children as disabled, whether it is ethical to treat such children differently, teacher training for special education needs, the issue surrounding funding and equipping of such schools.
Whatever political, social, or economic orientation a person has, he/she has the right and obligation to obtain education. This is the very reason why it has been noted in Article 26 (1) of the United Nations Universal Declaration of Human Rights that "Everyone has the right to education.
The Special Education Needs and Disability Act 2001 and the Common Assessment Framework 2005 have continued to inspire a lively debate. While the SEN Act achieved a moderate degree of success, a consensus could not be reached on the validity of the new