Systems and Structure of compulsory Education in the Uk Assignment

Systems and Structure of compulsory Education in the Uk - Assignment ExampleThrough the years, there has been a relevant collaboration of different organizations and statutory bodies so that a strong educational standard is maintained. According to Fosket (1992), the role of external relations would address the issues of the schools relationship to its outside audiences (p. 3). Being an origination of education and training for societys use, it is important to constantly connect with the current situation and elaborate its need for solutions, appreciate and conserve whatever right-hand(a) things the community has to offer. The external statutory bodies, as yet though not directly related to it, carry education by means of emotional support (parents and guardians) and financial support (scholarship programs from the business sector). External relations also play an important role in the realization of some changes in the curriculum an example would be the unsuccessful transition of Key Stage 1 to Key Stage 2. Messer (1992), as cited in Fosket (1992), discussed that the supposed to be smooth transition of a tombstone stage to another was not carried out well because schools disregarded the individual externalizening of the teacher and preferred a corporate planning. In carrying out the plan effectively, Hanford, Reader, and Fullick (1992) as cited in Fosket (1992), proposed that there should be a linkage of the schools to the community, having the parents, media, and the employers as regulators so that the education being offered to the students is holistic. According to Hanford as cited in Fosket (1992), liaison mingled with the school and the parents of the pupils is based on a well-founded tradition (p. 105). Saying that parents are just for the home holds an obsolete idea since the Education Act of 1994 potently indicated the legal duty of the parents to ensure their childrens education. The use of media in schools has greatly affected the teaching t echniques of the teachers. Thus, having the media in line with other regulatory bodies is just coherent. Media laughingstock be used to raise awareness, and create a positive image of the school (Reader as cited in Fosket, 1992, p. 118). Fullick as cited in Fosket (1992) concerns more on prox employment, where the economic trends affect the choice of students of their career paths. Funding is also a major issue in the education sector. Knowing that no organisation could move without proper financial help, hole-and-corner(a)ly owned businesses also finance certain schools and even directly helping the students by giving them scholarship grants. This situation implies that even institutions not related to giving education also matter in terms of support. An existing challenge faced by both government and external statutory bodies of is the tiering of the school system. The tiering of the UK school system has lowered the educations principle of equality since it can be a form of st ratification among students. The plow says that the two-tier system creates a poverty trap for disadvantaged. Chitty (1989) contends that the tiering of the school system is a reflection of the society as a whole where the top tier represents the advantages and well-funded private schools, the second tier resembles that of the middle or working class, and the third tier