Published: 23rd March thesis on environment, 2015 Last Edited: 23rd March, 2015 As happens in the United Kingdom, Spanish new generation of children are marked by the information and communication technologies which are gaining each year a greater importance in the education policy. The inclusion of the ICT in Spanish education system finds its roots in the European initiative 'e-Europe' which motivated the creation of the 'Special committee of study for the Development of the Information Society in Spain (CDSI)' by the Ministry of Science and Technology. Some of the conclusion of the CDSI can be applied to education. According to this committee 'the use of the new technologies should be present in all subjects as part of the national curriculum and in the relationship between teachers and pupils and all the members of the educative community. The presence of ICT in Spanish primary schools can be clearly perceived in the autonomous community Extremadura which is considered to be a pioneer in this field. According to the secretary of ICT in the education polity of the autonomous government of Extremadura 'Junta de Extremadura', this region started the project of including the information and communication technologies in education in the year 1999, when the 'Strategic Plan for the development of technology in society' was presented and the educational sector was considered to be the main pillar of that development. This moment marks the appearance of ICT in Extremaduran classrooms. What is probably the most outstanding fact is that, this region decided to develop free software equally configurable and adaptable. A new operative system called 'gnu/LinEx' which would offer an enormous variety of applications in order to fulfill the necessities of all kind of users and a great diversity of tools for its use inside the classroom. Furthermore, in the academic year 2002/2003, an initiative was carried out in all Extremaduran high schools which consisted on transforming regular classrooms into 'technological classrooms' by introducing a computer for each two students. Also, today's schools in the region have at least one electronic blackboard, together with a projector, a computer and an interactive pad. The creation of the specific operative system LinEx must be adapted to a didactic and pedagogical extent. This is why a new variation of this operative system has been installed in all the schools of Extremadura. According to the autonomous community's government 'LinEx Schools' as it is called, 'offers the pupil an friendly and motivating environment adapted to their intellectual development'. Together with LinEx, it is important to highlight the development of the educative platform 'Rayuela'. As if it was a social network, this platform is an advanced system of information that allows a real-time communication between teachers and parents by using the Internet. It also has a database with allows all Extremenian students to have a single Digital Academic Record until they finish high school. Thus, teachers are able to access all the information about the educative course of their pupils (calcifications, assistance and observances) in order to offer them an individualized treatment. To conclude this essay, I must say that as both educational systems belong to a globalised world and concretely to the European Union, they share indeed some similitudes and the two last paragraphs are an example of this statement. Among other minor differences British primary education probably differs from the Spanish one in what in my opinion, is its main strength: the diversity of schools offered which allows parents to have a greater choice. To explain today's structure it is also important to focus on the types of schools that can currently be found in the UK. As the Department of Education reports, they can be divided into 3 main groups: mainstream state schools someone write me an essay, specialist schools, state schools with particular characteristics and independent schools. To the first group belong Community schools, which are often run by a 'local authority' and aim 'to develop strong links with the local community, providing services like childcare and adult learning classes'. Trust schools as well as Voluntary-controlled and voluntary-aided schools are owed by a charitable foundation, which 'employs the staff and sets the admissions criteria'. Academies, faith schools, city technology colleges, community and foundation special schools, grammar schools and maintained boarding schools can be found in the second group. The third group is formed by Independent schools which have their own 'admission policies and curriculum'. During the last thirty years, the education system has developed and grown in many ways. The secondary schools had 500.000 pupils in 1945, whereas today there are about four million. Children are required by law to have an education until they are 16 years old. Education is compulsory, but school is not, children are not required to attend school. They could be educated at home. Section 7 of the 1996 Education Act states “The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable a) to his age, ability and aptitude cheap custom writing reviews, and b) to any special educational needs he may have please help write my essay, either by regular attendance at school or otherwise” (Gosden 108). GRIN Publishing, located in Munich, Germany, has specialized since its foundation in 1998 in the publication of academic ebooks and books. The publishing website GRIN.com offer students, graduates and university professors the ideal platform for the presentation of scientific papers, such as research projects, theses, dissertations, and academic essays to a wide audience. 'La actuación ante el maltrato entre iguales en el centro educativo' Group Research Proposal 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 essay on books for class, 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 personal statement essay samples for college, and this is one of the reasons why there are an even higher number of centers which are incorporating them. 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. The first source to be considered is a guide published by the Department for children, schools and families, entitled 'safe to Learn: Embedding anti-bullying in Schools', since it is a perfect outline of this issue. Another guide published by the previous department entitled 'homophobic bullying' is also to be considered. Various online articles written by experts on this matter as Dr. Marc Dombeck 'The long time effects of Bullying' are also to be born in mind. An essay written by myself entitled 'An outline of Primary education in the UK' which is focused cheap dissertation writing services online, among other issues on the adaptation of the ICT in today's schools, may help us clarify the roots of cyber-bullying. 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. Bullying is a social problem that affects more frequently all cycles of education. Everybody should become aware of this problem and try to end up these abuses by the application of methods and efficient solutions to it. 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 parts of a thesis essay, 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. Among all the education acts that have passed in the history of British education, it is important to focus on two of them, since they may help us clarify the roots of today's structure. The also referred to as 'The Scottish Act', is born in 1872 and according to the on-line article 'Key Dates in Education' it is known for making 'school attendance compulsory from the age of 5 to 12 years old'. Another education act to be drawn up took place in 1944, and is in my opinion, important to highlight because from this time on primary school children are exempted of paying tuition fees. With this new education act a tripartite system was introduced in British education system, and this led to the creation of so-called technical, grammar and modern schools. While analysing the history of the education system, it is decisive to go back to the year 1988 when the national curriculum is introduced in British schools, including English, Maths, Science, and Religion as compulsory subjects. From 2010 'MFLT', which stands for 'Modern Foreign Languages Teaching' is also an obligatory subject. Today's British primary education's structure could not be analysed without bearing in mind what is in my opinion the main strength of the British system: the variety of schools offered to parents and British pupils. On the Department of Education's webpage, some of the main types of schools can be found short essays deforestation, establishing a division in three sections: 'mainstream state schools, state schools with particular characteristics and specialist schools' in the first section. 'Trust and Voluntary controlled/aided schools' in the second. Faith schools, academies and grammar schools also belong to the second section. In the third group the Department includes 'Independent schools'. This last kind, as its name shows compare essay introduction examples, is governed by an independent body which according to the Department of Education have their own 'curriculum and admission policies'. Effect Generally key stages 1 and 2 will be undertaken at primary school and at 11 years old a student will move onto secondary school and finish key stages 3 and 4. The education system in the UK is divided into four main parts, primary education, secondary education, further education and higher education. Children in the UK have to legally attend primary and secondary education which runs from about 5 years old until the student is 16 years old. Once a student finishes secondary education they have the option to extend into further education to take their A-Levels, GNVQ's, BTEC's or other such qualifications. UK students planning to go to college or university must complete further education. The private sector, for the people who can afford it, offers education for the same age groups as the state system in the 'prepatory schools' from the age of five and the 'public schools' from the age of thirteen. The misleading term 'public schools' originally referred to a grammar school endowed for the public but is nowadays used for private secondary schools like Eton, Harrow or Winchester which are still open for the public but of course only for that part of the public that can afford the relatively high school fees. The whole system was not well enough thought out as the selective, fee-charging grammar schools which received their grants directly from central government were left in an extremely vulnerable position. They were a thorn in many people's side because of their exclusivity and were given the choice of either going comprehensive or forgoing State aid and becoming fully independent. Schools were put under pressure and urged to enter the maintained system. Only the 1988 Education Act brought some relaxation as it reintroduced direct-grant schools in a modified form. Education is a highly topical issue in Britain since it affects nearly everybody. Everyone has at one stage of their lives attended school and after all it is there where people acquired their first long-time friends, developed their social personalities and gained a lasting sense of a communal identity. Governments both Labour and Conservative have always influenced the education system according to their believes and so the discussion around that controversial topic 'education' never finds an end. In this essay I want to briefly characterise the British school system and explain its historic development. By pointing out the most important innovations and achievements I try to make clear how this system changed and what impact this had on the present situation. A look into the future of British education will conclude my essay. Despite support for a mixed system, the move towards a national system of comprehensive schools made headway. This is due to a wide range of people, not only Labour party voters, supporting the vague idea of more educational opportunity as they believed in a better society based upon equal value and a common culture. Pupils of different capabilities should share the same classroom in the belief that the bright would help the weak and that social development would improve. Although the short-lived 1976 Education Act introduced a common system of comprehensive schools, a common culture could only have been achieved in theory since the differences of the selective system were often preserved in the first generation of common schools, and even later. Teachers are highly dissatisfied over their working conditions and the non-recognition of the various duties they fulfil. Valuing education means valuing teachers, union leaders demand. If the quality of education is to be raised, concerned teachers say, then both physical and human resources must be given to it. Since Great Britain spends a lower proportion of its national income on education than do most of its developed neighbours reforms here are absolutely necessary. As a result of the desire for more equality the 1902 Education Act replaced the old smaller school boards by new local authorities which were enabled to develop grammar schools of their own and to fund able working-class pupils according to the 'Free Place Regulations'. Yet, the intended educational ladder for every gifted child was in most cases only illusionary since the regulations provided only free tuition. The other costs of books or the school uniform had to be met by the families who very often refused sending their children, who they needed as a workforce, to secondary schools. Not even by 1830, when finally the first state subsidies for elementary education were paid, any part of the British Isles could be said to have an adequate system even of part-time state education of a type that had already been established in most Western European countries. Schooling was to be understood in a very limited sense: many of the children attended school only for certain hours on certain days and there was not at all that commitment to a single institution which has characterised schooling in recent years. The British government was very much involved in the adoption of European models for new state-subsidised schooling throughout the British Isles. In the 1920ies custom research proposal writing, the Labour party started a number of campaigns in order to achieve more equality in the education system. The percentage of free places in secondary schools was increased from 25 to 40 for the able few and part-time continuation schooling to the age of eighteen for the majority was introduced. Secondary schooling was made more attractive to working class students through the provision of variation in the type of secondary schools.
0 Commentaires
Laisser une réponse. |