Contribution of Education Law to Social Equality - Essay Example

? CONTRIBUTION OF EDUCATION LAW TO SOCIAL EQUALITY By 8th, May, Education law comprises different rules andregulations, which are meant to guide how the education system functions in a country. Different countries have varying systems of education law, depending on their priorities. Nonetheless, education law might deal with the founding, developing, and funding of schools. Additionally, this might deal with the rights of students, school policies, and the qualifications of teachers. Education is a fundamental element in a country. This enables a country to have citizens who are knowledgeable in a variety of issues, and reproductive in the country. Such citizens also are prepared for additional training in future. Education results in a workforce that is skilled, therefore influencing the economy of a country in a positive way, which is why most governments have prioritized education, to be among their countries’ top agendas. In this case, this essay addresses how education law contributes to social equality in a country. As seen, there are differences in the types of educational laws different countries adopt. While some countries will include compulsory education in their education law, others might not make education to be compulsory. In the United States, there is compulsory education for children until they reach 18, depending on the state. In Germany, there is compulsory education up to the age of 12, and homeschooling, and other schooling methods apart from the mainstream one are prohibited (Gylfason & Zoega 2003). Additionally, violating the education law in different countries is punishable. Therefore, for countries with compulsory education, free education has been adopted to ensure that the poor and the needy do not violate education law by failing to enroll to schools. Education law in different countries also serves the purpose of dictating the standards, evaluation, and roles of teachers (Library of Congress 2013). Nonetheless, education law is not a new phenomenon today, as this has existed since the era of past great philosophers and scholars, including Plato, and this played major roles in the society. As observed, education and education laws are fundamental in society. Apart from increasing the intelligence of people and imparting skills in people for a more productive country, education, and education law also aims at increasing the level of social equality in society. Social equality is seldom achieved by different countries, however, education law ensures to achieve equality in education, which might in return influence other spheres in a country. Nonetheless, social equality is a state whereby all the people in a society are entitled to equal allocation of resources, equal treatment, and opportunities. Social equality therefore, succeeds in removing any kind of barriers, which stand in the way of equality. These barriers might include factors of ethnicity, race, gender, economic status, and religion, which present some people with more opportunities than others. However, social equality should not be mistaken for socialism. While socialism advocates for people to have equal wealth, social equality encourages equal treatment for all people, as well as equal access to opportunities for everyone, despite their position in society (Ross 2009). According to Wilson (1975), education is an opportunity in society. Therefore, the education law in society should serve the purpose of ensuring justice and fair distribution of educational opportunities in society. If this is practiced, then the benefits in a country, which result from education, will be shared equally among all the citizens of a country. In cases where the education law of a country is biased and does not allow for the equal access of education for all its citizens, it is likely that there will not be social justice and social equality in such a country. This is because only a portion of the population will be entitled to the benefits of education, while locking out others (Wilson 1975). Additionally, Wilson (1975) argued that any educational law that allows divisive schooling does not promote social equality. Divisive schooling might be based on separation and apartheid with regard to ethnicity, gender, or economic status. Therefore, if the education law allows students from a different ethnic group to attend a different school from students of other ethnic groups, this leads to cases of social inequality, since when such separations occur, one ethnic group might be entitled to more privileges, compared to the rest of the ethnic groups. Nonetheless, in the United Kingdom, the education law provides for social equality, since the government has made education to be compulsory, with schools funded by the government so that all children can enroll. Riddel (2009) argues that social equality, justice, and inclusion are important factors, which are influenced by the education policy of a country. Therefore, a good education policy will promote these factors, while a poor and biased education law will lead to social inequality, injustice, and exclusion. Riddel (2009) notes that in the UK, 1997, when the Labour administration was elected, the main focus of the country has been on eradicating social exclusion, and promoting social inclusion and equality through education laws. Similarly, according to OECD (1992), “the extent to which the benefits of education to all makes economic sense as much as it accords with social and educational equity” (33-34). Therefore, if any educational law fails to promote equal access to education by all, it does promote social inequality. Furthermore, Gylfason & Zoega (2003) note that the social equality, education, and economic efficiency are interrelated. Poor education policies will influence negatively the economic efficiency, since most people will not have access to education, which is the foundation of the economy (Gylfason & Zoega 2003). Nonetheless, Duru-Bellat (2004) identified ethnicity and social background as the main factors that influence social and educational inequalities. In Scotland, social justice and equality policies have been integrated in the education law. According to Riddel (2009), unlike England, all state schools in Scotland are co-educational and comprehensive. Only one school is single sex. Additionally, the schools are non-denominational, except for close to 20%, which are Roman Catholic schools. Furthermore, the schools use a common curriculum; therefore, students are exposed to the same knowledge. In Scotland, social equality and justice in education has been an area of major concern, therefore, authorities adopted different policies in the education law, to ensure social justice and equality through education (Riddel 2009). In other parts of the United Kingdom, education is regarded as a right of every child. Therefore, children are entitled to education regardless of their economic status, social and religious background, or cultural background. The government funds education in the country, and various education Acts guide the education system in the UK. In an effort to promote social equality for all, the authorities in England expect every parent to take their children to schools, once they reach the rightful age for schooling. Failure to do this attracts a fine from parents. Therefore, while the local authorities are responsible for schools, parents are responsible for ensuring the attendance of their children. There is a uniform curriculum for all schools, therefore, equality is maintained, as this ensures there are no disparities in knowledge. The UK follows the United Nations tenets for human rights, therefore, considers everyone as having a right to education. In England, the education law does not allow the discrimination of any form, including gender, sexual orientation, religion, disability, ethnic background, and race, in the education system. This is in a bid to promote social equality, as everyone will be entitled to the benefits of education (Library of Congress 2013). In conclusion, educational law is crucial in a country, as it determines whether there will be a considerably high level of social equality or not. Good education laws should adopt policies, which promote the equal access to education by all the children in the country, without any discrimination based on ethnicity, or gender, among other discriminatory forms. Education is an opportunity, which leads to future benefits of a person, with regard to personal development, and financial well-being. These two factors are among those that define a person’s social status. Therefore, if the law of education allows for equal access to education for all, this might help a country to achieve a high level of social equality in future. Works Cited Duru-Bellat, M 2004, “Social Inequality at School and Educational Policies,” UNESCO: International Institute for Educational Planning. Gylfason, T. & Zoega, G 2003, “Education, Social Equality, and Economic Growth: A View of the Landscape. Library of Congress 2013, “Children’s Rights: United Kingdom (England and Wales),” Viewed 8 May 2013 < http://www.loc.gov/law/help/child-rights/uk.php> OECD 1992, “High quality education and training for all,” OECD, Paris. Riddel, S 2009, “Social Justice, equality and inclusion in Scottish education,” Discourse, 30 (3): 283-297. Ross, A 2009, “Educational Policies that Address Social Inequality,” EPASI, Viewed 8 May 2013 < http://ec.europa.eu/education/transversal-programme/doc/studies/2006epasi_en.pdf > Wilson, B 1975, “Education, Equality and Society,” Sage, London Read More