For these reasons and more, there was an introduction of a Comprehensive system of Education. This paper will critically evaluate two different political ideologies, as well as the social factors presenting barriers to academic progress. It will consider the origins of each ideology and make links to current government education policies. Political ideologies presenting barriers in academic progress in UK Education in UK is highly developed. Every coun8try in the United Kingdom has its own separate systems and under separate governments. However, there are both political ideologies and social factors that present barriers to academic progress in the Kingdom. One example of political ideology that presents a barrier to education progress in UK is the Neoliberal ideologies. This is an ideology that stresses on individual liberty. The idea of liberalism originated in the 18th century from ideas of philosophers like Hobbes and Locks. They saw that an individual was of prime importance thus introduction of individual liberty. Liberalism asserts that the government has the responsibility to protect an individual’s rights and not to interfere in individual interests (Harvey, 2007). Even, though, their arguments are justifiable, since every human being has a right to make their choices; this idea presents a number of barriers on the progress of education. For example, Education is seen as a form of business. Students are seen to be global capital, and their value is judge on the basis of their skills. In this case, this seem to discourage people to proceed with education since even though one might put effort in education and progress to the level one can, when out in the business market they are judged according to their skills and not knowledge. They are judged according to what their skills can offer to help improve the country’s economy. The idea of considering education as a business rather than a developmental process meant that education is being measured on the basis of links with the business links (Harvey, 2007). This alters the progress of education in that schools do not care if the education is profiting the students but whether education has helped link the country with the business world. Thus, not of significant benefit to the students, but rather to the government. Neoconservative ideology is another example of political ideologies, which act as a barrier to academic progress in the UK. Neoconservative ideology originated in the 1970s when the neoconservatives rejected everything that the welfare state stood for. Neoconservatives believe on the importance of honoring and respecting traditions. It states that the government should be authoritarian so as to protect the social order. It insists on the importance of moral values, self restrain family and patriotism. However, this idea has created barriers on the progress of education in a number of ways. Neoconservative ideology meant that educational institutions should stick to rules and traditions and follow what the government or the authorities have suggested as a teaching system. This introduced a compulsory national curriculum in schools. This, however, gave the government the power of control over schools. This was a barrier to the progress in academics,
Comprehensive education Name Institution Introduction Comprehensive Education refers to an Education that covers everything. It could include education about general topics or specific topics. Before the onset of Comprehensive Education in the UK, there was the tripartite system of Education…
Diverse cultures can now be found not just in local communities, but also in smaller units like in schools, and in families. In the past, there were limited opportunities for diverse cultures to interact with each other, especially as social, political, cultural, and ethnic tensions were often seen between different cultures, social groupings, and even political groupings.
At this age there are many problems that can be, and often are, associated with sex. High School students are more often than not too young to be sexually responsible on their own, there is a need for them to be guided and taught about their sexual wellbeing.
This paper examines the development of comprehensive education system from the tripartite system of education. Before the educational reforms, students would take an exam at age 11, which decided whether they would attend an academically oriented grammar college or a lower degree secondary school.
As an initial matter, it is unwise to believe, either in theory or in practice, that philosophy can be separated from an underlying subject. All human courses of action, whether of an affirmative or negative nature, are predicated upon certain philosophical assumptions (Descartes, 1997: 73).
Laws, opinions, and experience have all contributed to educators' interpretation of inclusion. However, such diversity in opinion and definition has affected educators' interpretation of how to best implement inclusion in the schools. It appears that not only are there a lack of comprehensive and representative guides for educators to utilize to implement inclusion programs, there are also limited evaluations available to measure the degree to which programs adhere to best practices in implementing inclusion.
In addition, this school system of comprehensive education practices has not been able to dissolve the link between poverty and educational progress. Those students who are in most need, those who are from the lowest income levels, are progressing through grade level after grade level and still not progressing in their educational and academic progress.
For example, the tripartite required that every student be tasted for intelligence before admission, though, there was a doubt whether intelligence could be defined by precision, it posed a difficulty in
l students are more often than not too young to be sexually responsible on their own, there is a need for them to be guided and taught about their sexual wellbeing. How exactly are teenagers supposed to be taught about how to be sexually safe? There are those who claim that
Comprehensive sex education programs lead to abstinence and the use of condoms. Several studies show that the learned lessons in comprehensive sex education programs often get critical for a decision on health during adolescence and beyond.
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