Systems and Structure of compulsory Education in the Uk Assignment

Systems and Structure of compulsory Education in the Uk - Assignment Example by means of the years, on that point has been a relevant collaboration of different organizations and statutory bodies so that a strong educational standard is maintained. According to Fosket (1992), the usage of external relations would address the issues of the enlightens relationship to its exterior audiences (p. 3). Being an institution of education and training for societys use, it is important to constantly connect with the authorized situation and elaborate its need for solutions, appreciate and conserve whatever good things the community has to offer. The external statutory bodies, eve though not directly related to it, carry education by means of stirred up support (p arents 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 unsuccessfu l vicissitude of strike Stage 1 to Key Stage 2. Messer (1992), as cited in Fosket (1992), discussed that the supposed to be smooth transition of a key stage to another was not carried out well because schools disregarded the individual mean 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 between 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 strongly indicated the legal duty of the parents to go through their childrens education. The use of media in schools has greatly affected the teaching te chniques of the teachers. Thus, having the media in line with other restrictive bodies is just coherent. Media can 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 future employment, where the economic trends affect the filling of students of their career paths. Funding is also a major issue in the education sector. Knowing that no organisation could survive without proper financial help, privately owned businesses also finance certain schools and even directly helping the students by grownup 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 twain government and external statutory bodies of is the tiering of the school system. The tiering of the UK school system has lowered the educations belief of equality since it can be a form of stratification am ong students. The report says that the two-tier system creates a impoverishment trap for disadvantaged. Chitty (1989) contends that the tiering of the school system is a reflection of the society as a whole where the result tier represents the advantages and well-funded private schools, the second tier resembles that of the middle or working class, and the third tier