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. …
Education in the UK has been particularly significant as an instrument of social policy, not only for welfare of people but also for the welfare of society and corporate structure. The major focus of education in the UK is improvement of individual intellectuality and morality. It works as a way of communicating social standards and ethics, therefore at times is viewed as a system of social control. The education system in the UK serves in the industrial progression and the economic development by generating a proficient workforce and providing instructive services (Spicker, n.d.). During post war era, the education system of the UK had gone through several reforms. In the period of 1980s, the educational system of the UK had faced decreasing standards with an increased tendency of leaving school at the early stage. Therefore, in the period of 1980s to 1990s, the UK had presented market instruments in their educational system for developing the standards. These instruments focused on increasing parental choice and thereby improving the responsibility of state subsidised schools (Machin & Vignoles, 2006). Along with the market instruments, the UK had also developed two substantial national educational policies. The first policy was familiarised in the year 1980 for increasing educational curriculum standards for students of 7 to 16 years. The second educational reform policy was introduced in the year 1998 by involving every primary school for specific objective of improving the basic skills of students (Machin & Vignoles, 2006). Apart from that, in order to deal with the early leaving problem in education, the UK had reformed the educational qualification for improving the desirability of professional qualification. The UK had introduced “Educational Maintenance Allowance” which compensates students from poor families in case they remain in full time education even after 16 years (Machin & Vignoles, 2006). Whole School Development Concept in the UK The whole school development ...
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(Whole School Development: Enabling Effective Inclusion Essay)
“Whole School Development: Enabling Effective Inclusion Essay”, n.d. https://studentshare.net/education/55275-whole-school-development-enabling-effective.
Frederickson and Cline (2002) offered three views on Special Educational Needs. The first view, also referred as the traditional way of thinking about SEN, was to look at SEN as individual deviation from the norm. An individual child is compared to the majority of the children of the same age.
The main questions that guided this study: How is inclusion implemented in a UK school? What are the views regarding the blending of mainstream children and children with special needs in their classes? Are there any differences in treatment and the given educational programmes for mainstream children and children with special needs within the inclusive classroom?
In the economically inferior states, the main concern has to be with the masses of teenagers who never get to see the inside of a school let alone the classrooms. For the meantime, in more affluent countries countless young individuals leave school with no valuable diplomas, despite the fact that others are to be found in a number of forms of unusual provision away from conventional learning practices, and various simply decide on to give up since the schoolings seem neither here nor there to their lives.
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Autism in a Child at School
School can be particularly hard for children suffering from any form of autism spectrum disorder (ASD), or simply put, autism. The condition does not only poise a great challenge to children suffering from it, but also the parents and teachers who handle these special children on a daily basis.
In view of the growing sensitivity of the general population towards the disabled, governments and public and private institutions have exerted greater time and effort to clarify the issues related to the role that the disabled have in society and the roles that society has towards the disabled (UNESCO).
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Classical theories are usually influential and important in understanding the events that happen in the world we live in.
The main reason why people study classical theorists is because knowledge is complex and cumulative. The findings of the classical theorists
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