Reference no: EM13803471

Education System of the UK.

In UK, the responsibility for Education is vested with (DCSF), which is an abbreviation for Department for Children, Schools and Families (DCSF) in conjunction with Department for Business, Innovation and Skills (BIS). DCSF oversees the planning and control of education and ensures that schools provide an integrated service to children. On top of this, it combines polices that relate to children and people who are young. On the other hand, BIS is charged with the responsibility for coordinating educational matters pertaining to science and development, aptitudes, further and higher education and enterprise.

Current Issues Regarding Teachers & Standards

Teachers make the training of their students their first concern, and are responsible for attaining to the best standards in work and behavior. They act with genuineness and honesty; have solid subject knowledge , keep their insight and skills as instructors progressive and are self critical; create positive expert connections; and work with folks to the greatest advantage of their students. Teachers' Standards are utilized to evaluate all trainees working towards QTS, as well as those finishing their statutory impelling period. They are likewise used to evaluate the execution of all educators with QTS who are liable to The Education (School Teachers' Appraisal) (England) Regulations 2012, and might moreover be used to survey the performance of teachers who are liable to these regulations and who hold qualified educator learning and abilities (QTLS) status.

Current Issues Regarding High-Stakes Assessments

Current Issues Regarding Curriculum & Instruction

It is indeed the creation of the national curriculum, probably considered the most important fact that may help us achieve a better understanding of today's system. The author Denis Haye who wrote ‘Primary Education: the Key Concepts', claims that in the 20th century, just after the introduction of the national curriculum, children were obligated to study in school from 5 to 11 years old and this ‘primary stage' was followed by a specific education which would end at the age of 16. It is because of the national curriculum that today's pupils go to school at the age of 5 and leave when they turn 11. The author also claims that there is a minor quantity of educational centres which accept children from the age of 8 to 12 called ‘deemed middle' in his words, while others referred to as ‘first'

accept 5-8 or 9 year-old pupils.

Current Issues Regarding Methodology

A successful methodology

The British teaching methodology is recognised worldwide but the truth is that not many people outside the UK can explain the key elements of this educational method. Student discipline is probably the most well-known characteristic of British schools, but there are many other key elements in this type of education.

Here is what makes our school methodology successful:

• Students are taught in small groups.

• Teachers provide students with the individual attention necessary to help them achieve their academic goals.

• Students must learn to work independently and acquire a passion for learning.

• Critical judgment is encouraged so that students can discuss topics with coherent arguments supported by evidence.

• A critical approach is more important than memorizing large amounts of factual data

• Good relationships are key to a student´s development and the environment is also a learning tool.

• Teachers know, motivate and understand their pupils and have a deep knowledge of the subject they teach.

• Progress records are shared with parents periodically and work produced by the students is put on display for everyone to appreciate.

• An extensive academic programme is planned and reviewed periodically, ensuring that all classes achieve the same, consistent development.

• Classes are interactive and students learn in very stimulating and motivating ways.

Current Issues Regarding Technology

Since we are living in a society ruled by the information technologies, without a doubt a valuable aspect to be drawn up, is the use of information and communication technologies in the British education system, paying a special attention to schools. The British Department of Education claims that the adoption of the information and communication technologies (ICTs) to today's primary schools radically improves the education centre's level. It was in the year 2002, when the Education and Training inspectorate wrote a report which highlighted the positive aspects of integrating the ICTs in the UK schools. In most schools, both the student's learning and the quality of teaching were shown to be ‘satisfactory'. Most of them used a great number of applications such as developing web pages, using social networks for educational purposes, sending electronic mails and using web-cams, to mention but a few of them. This report also indicates that the introduction of the ICTs in primary school's classrooms and lessons notably increases the pupil's motivation and enthusiasm to learn. The Department of Education also claims that the information and communication technologies have been adapted to the curriculum of several schools in the UK for the past 5 years, including ICT as a compulsory subject. In my opinion, the main advantage of the ICTs probably relies on its positive effects on children's attention and interest, and this is one of the reasons why there are an even higher number of centers which are incorporating them.

While looking for information on this matter, I found two relevant articles in two different newspapers which show a clear example of how these technologies are being adapted to education. The first article belongs to the journalist Borland, and appeared in ‘The Guardian'. It talks about a school in the UK which bought a couple of Wiis in order to ‘boost pupil's enthusiasm for sport' using the new Wii Fit Plus. This new Wii application, the writer claims, is focused on various fitness exercises proved to be beneficial for the children's health, especially for sedentary ones. Borland also states that although this initiative firstly received a very positive feedback from most people, there were other voices alleging that a video console should never take the place of traditional drills or exercises. Another article to be taken into account, was written by The Telegraph' s education editor Graeme Paton who states that a school in the UK has decided to introduce Twitter, the UK's widely known social network as a subject. Children, however, will not only be taught how to use this network for academic purposes (if there are any) but also to communicate by using Skype and develop on-line blogs.

Current Issues Regarding Diversity & Inclusion

A ;arge number of schools provide training to ensure that teachers handle matters regarindg studenst ain amnnmnerb that is culturraaly inclusive.

Accommodating different culturws and relisgions.

Students given opportunity to l;earn about cultural duiversity

Young peole given oportunuity to be hards when decuison a nd being mafe

Embed equality, diversity and inclusion into our leadership, policies, systems, processes and governance arrangements

•Ensure our policy design and communication builds on the results of engagement with
different groups in society

•Build the skills and environment we need to improve equality diversity and inclusion

•Increase the diversity of our staff at all levels, improving the ability of all staff to reach their potential, ensuring equality in how we manage performance, promote and reward everyone.iversity

acknowledges and values the full range of differences between people both in the workplace and in wider society.

Diversity acknowledges that entry into the workplace and an individual realising their potential once there can be influenced by a range of factors beyond the characteristics included within equality legislation, including social, economic and educational background,

professional background, hierarchical level, working style, nationality etc.

Inclusionrefers to an individual's experience within the workplace and in wider

society and the extent to which they feel valued and included.

Conclusion

To conclude this essay, it is important to mention that the British education system probably stands out for the enormous variety of schools offered to children and parents while in other countries only three or four types of schools. Furthermore, the last paragraph can indeed be interpreted as an example of the adaptation of this system to today's new generation of children, enhancing educational perspectives, and finally catering for wider needs.