In ascertaining the differences and similarities between European and Western neighbours in how education serves its purpose, this essay will address various areas that concern the historical, political and social perspectives of primary schooling between both Danish and its English counterparts with reference to key issues such as relevant areas of concern. Thus highlighting matters such as the difference in starting ages; varied approaches to the curriculum and assessments in how both countries address its education, it is therefore significant in evaluating the backgrounds in both the Danish and English primary schools. This essay will emphasise how influential factors in education has developed in light of the twenty-first century, evaluating ideology which has directed both primary schools aims and outcomes that exemplifies the difficult outlook of education and learning viewed by its pupils as well as the teachers. Furthermore, highlighting and providing evidence for the importance of understanding the socio-cultural context and how learning takes place to meet the requirements and reinforce analysis on educational modifications in comparing educational systems and their outcome and effectiveness, this essay endeavours to provide knowledge, in comparing both countries’ primary schooling.
In looking at how education within the primary sector is organised between Denmark and England, it is necessary to examine the brief historical and political influences in order to pay homage to the structure and processes of both primary schools in reference with these chosen countries. In Denmark, the outcome for the educational system evolves from their culture and values that accentuates an individualism approach, thus, creating a pol...
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... pupils allowing for egalitarianism ship in addition to lifelong learning based upon its tradition for education. One may suggest that the absence of an evaluation system in Danish primary schooling provides Danish teachers with the proficiency of pastoral duties therefore, allowing particular interest with regards to the readiness of their pupils unlike its English counterparts. Teachers in the UK are constrained through teaching the curriculum, therefore, the child’s emotional, social and cognitive development is limited to the outer environment and therefore not the responsibility of schooling unlike its Danish counterparts, which is a shared responsibility of that of the school as well as the pupil’s home life. However, both countries share relatively the same traditions of education with the exception of evaluations throughout the extent of primary schooling.
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
The Education system of England and Wales underwent a number of important changes since 1944. This essay seeks to concentrate on these major changes describing the rationale and impact they had on the British education system.
4. I choose this topic for this assignment because it fascinated me. I wanted to learn more about who and what started the public school system we find in America today. Our educational system has changed over the years and with the 'policies' of doing things has changed as well. I really wanted to le...
It’s no surprise that there are faults within our schools in today’s society. As both authors’ point out if our educational system is
This assignment has discussed two examples of curricula and it has been concluded that the Finnish curriculum is more suited to preparing individuals to life in the modern society. It has been stated that Finnish schools are ‘the schools of civilisation in an information society’ (Sarajala, 2001b) and therefore, they arguably educate and prepare young adults more sufficiently than the schools of England, who simply provide basic foundations for future development after education.
Bartlett, S and Burton, B (2007) Introduction to education studies. 2nd ed. London: SAGE Publications Ltd.
...olence in our schools. European Education, 32 (1), 20. Retrieved October 26, 2001 from EBSCO databases
The secondary educational systems of France and the U.S. portray similarities in various ways. To start with, the structure of the school systems are set up in the same approach. For example, students’ ages 11-14 in the U.S. go to Junior High School and in France the age group 11-15 go to a Collège. As they move on to the next grade level, the students’ ages 14-18 attend High S...
It is important to note that it is a right for the children to have a quality education. In this aspect, reasonable learning environments are a critical factor contributing to children education. All parents want their children to have an access to quality and better education. In the quest for such, parents always seek learning environments with competent teachers and better learning facilities. It is therefore, common to see parents always having a choice to make between taking their children to public schools, private school or have the children taught at home. Different opinion about home schooling and public school has recently been a subject of contention. Either way, the two forms of learning should offer the learning child with a better education. Nevertheless, each of the two forms of learning environments should be supported by valid arguments as discussed below.
Illich argued that whilst schools have become recognised as the institution which specialises in education, he saw the role of schools as a tool of social control, spreading existing political ideologies and preserving the status quo of society (1971). Ideology was maintained through teachers who took on a powerful role, dictating how and what was taught to their students. It was common belief that education could only be supplied by a properly qualified person (1971). This attitude is what Illich used to support his theory that schools have become bureaucratised. To further this notion, Illich made a distinct difference between schooling and learning. Schooling was related to bureaucracy and teaching, and learning occurred independent of the former (1971). This idea is easily understood if one considers where most of their learning occurs – outside of school, during daily life experiences and encounters with other people.
Walmsley, Angela. "What the United Kingdom Can Teach the United States About School..." Phi Delta Kappan. Mar 2011: 63-66. SIRS Issues Researcher. Web. 25 Oct 2012.
The UK is a democratic, multicultural and diverse nation, which prides itself on equality. Each local authority is responsible for providing and funding a cross-national education for all children from five to sixteen years old. Based on this information, it would be reasonable to suggest that there is no inequality in education, because the law aims to provide the same opportunities through a universal system. In retrospect the reality seems to be very different. Through evaluating sociological perspectives and theoretical and empirical research, this essay will analyse the inequalities within the education system and how it affects society.
Referring these strands, Ireson et al (2000) strongly claims that there are no clear goals in our education structure at all levels from pre-school education to the University. The best we have is what was explained in the Education Reform act (DES, 1988). In broader terms the goal is “to promote the spiritual, moral, cultural, mental and physical development of the pupils”. She argues that the masses’ opinion is divided whether the emphasis should be on individual academic performance or the societal development. She calls for a careful thinking and informed debate in order to establish clear, common educational goals. Establishing clear goals will make it possible to measure the effectiveness of the
Success is everyone’s ultimate goal. In today’s day and age, every country wants in the fight of being the best of the best. This mindset of becoming the superlative holds a lot of value to a country’s leaders as they believe it will lead them and their people to be the front-runners of the world. Education has long been an area in which countries feel indicates how successful they are and will be. As a result, educators continue to use a variety of methods to ensure that their country’s children are receiving a superior education. France, while not as widely known as Japan or the United States, continues to fight to offer the best educational system in the world. In hopes to achieve this objective, French educators have allowed their
Education differs from one country to another because every country possesses its own system of education. However, it is commonly believed that Finland has the world’s best education system (Gamerman,2008). So, its education system differs in many ways from the other countries like the one in Germany. The Finnish education system consists of basic education, upper secondary and higher education (Vossensteyn,2008) whereas German education system consists of primary education, secondary education and tertiary education(Lohmar,2012). Even Though , 9-year schooling is compulsory in both countries, they differ in the types of schools, duration of the education and so on. In this paper, the similarities and differences between these two education system is going to be referred in more detail.