According to the recent reports, the boys usually lag behind the girls in reasoning and logic, and with time they also find themselves stuck with their social as well as the emotional development. For this reason, at the age of five, 53% of the boys qualify for the average writing standards, however, the ratio for girls have been found to cross 70% (Attewell 2010). This poses various long term threats for the future of education for the boys as they even score low on their GSCE score which is deterrence in their way for acquiring university education. For instance, neat handwriting is considered to be a standard for success in the schools, and the girls are usually better off when it comes to writing. Similarly, the behavioral attitudes of the girls are also more controlled as compared to the boys. For instance, the girls can sit still for longer periods of time as compared to boys, and when an instructor judges you over this standard girls will qualify and most of the boys don`t. Thus, the yardsticks for measuring success for students should be transformed and designed in such a way that the bias must be eliminated. A report published in Equality and Human Rights Commission (EHRC) this year reveals striking accounts of bullying at schools in the UK. Evidence of bullying around campus, in classrooms, lobbies, even playgrounds have been reported. According to the statistics, between 2004 to 2003, about two-thirds of the students have claimed that they have been bullied at some point during their school years. This percentage is further found to be risen if the children were suffering from any kind of a disorder (Great Britain Dept. 2004). This research has even indicated various accounts of homophobic bullying as well as
The paper aims at addressing all the aspects of inequalities in the UK educational system in detail. Starting off with the gender inequalities being propelled by the educational system, the statistics in this regard are striking as mentioned above…
What key changes have occurred in Higher Education in UK in the past twenty years?
Higher education in UK has undergone a profound and fast change in the past twenty years. In the last twenty years, UK government’s policy has been proactive as manifested in education spheres of quality control, access, and finance.
Economic, as well as social conditions and their effects on lives of the people, determine their risks of illness, as well as the actions taken in preventing them from becoming ill. Some examples of health inequalities between various countries include the infant mortality rates that are 3 per 1000 live births in China and over 130 per 1000 live births in Kenya, and the lifetime risks of the maternal deaths during after pregnancy is 2 in 18,300 in Sweden, but it is 2 in 9, in Afghanistan (Amir, Z.
Secondly the tax payer must be sure of what he is going to pay, for what reason, the amount and so on. Thirdly the payment of tax must be convenient to the tax payer. For example, quarterly payment of taxes must be arranged in a manner that the tax payer knows when it is due.
Inequalities especially in education are not acceptable. This paper is about the strength and weaknesses of inclusion and integration policies and support for children with special education needs. To fully understand the subject it is best to define the issues and concepts involved.
Large inequalities in health between the most and least socially advantaged populations in the UK have been reported in every major report on public health (Black et al. 1980). Presence of huge health inequalities not only within but also between countries is the convincing evidence that socio-economic status seriously influences public health.
PCTs usually disburse funds to these bodies on a fixed rate or agreed contract, through the guidelines set by the department of health. The allocations of PCTs are highlighted in the operating framework of NHS to cover the expenditure review period; they