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It has been very difficult to get rid of very poor teachers. It is now hoped that, with more regular inspection and with clearer criteria for success and failure, it will be easier to sack teachers who are consistently under performing.
The recent changes are increasingly redescribed in managerial and business terms, as the educational system is managed as part of the drive to be more economically competitive.
However, one must be aware of the doubts and dismay of many in this «philosophy». First, there is little consideration of the aims of education - the values which make the relationship between teacher and learner an educational encounter, not one of «delivering a service». Second, the new language of «education» is drawn from an entirely different activity, that of business and management. The language of control, delivery, inputs and outputs, performance indicators and audits, defining products, testing against product specification, etc. Is not obviously appropriate to the development of thinking, inquiring, imagination, creativity, and so on. Third, the key role of the teacher is made peripheral to the overall design; the teacher becomes a «technician» of someone else’s curriculum.
The changing economic and social context in Britain seemed to require a closer integration of education, training, and employment; at the same time, a sharper focus on personal development; greater concentration of the partnership to include employers and parents; and a dominant position given to central government in stipulating outcomes were all factors which led the framework of the system is adapting to the new contexts.
a)The public system of education might be illustrated as follows:
|
Age |
Type of school |
National exams and assessments |
|
4 |
Nursery school (optional and where available) | |
|
Beginning of compulsory education | ||
|
5 |
Primary school |
Baseline assessment |
|
6 |
Primary school | |
|
7 |
Primary school |
Assessment Key Stage 1 |
|
8 |
Primary school of Middle school | |
|
9 |
Primary school of Middle school | |
|
10 |
Primary school of Middle school | |
|
11 |
Secondary school of Middle school |
Assessment Key Stage 2 |
|
12 |
Secondary school of Middle school | |
|
13 |
Secondary school of Middle school | |
|
14 |
Secondary School |
Assessment Key Stage 3 |
|
15 |
Secondary School |
Start of GCSE course |
|
16 |
Secondary School |
GCSE exams |
|
End of compulsory education | ||
|
17 |
Secondary School Sixth Form College of Further Education Work Training Scheme |
Start of A-level course GNVQ NVQ |
|
18 |
Secondary School Sixth Form College of Further Education Work Training Scheme |
A-level exams GNVQ NVQ |
Реферат опубликован: 20/09/2009