Opinion on 2 Students Discussion Board Response Assignment

Opinion on 2 Students Discussion Board Response - Assignment Example Overall, the responses identified that teaching strategies would effectively address the need to develop study skills, depending on what is required by different subjects. The responses that were provided were clearly and accurately structured in a straightforward and effective manner. All the concerns were answered through the support of valid concepts about learning styles, study skills, and through the provision of comparative analysis of subjects, as required. One definitely agrees with all the responses made, especially in terms of establishing that knowledge of learning styles would enable content teachers to design appropriate learning materials which would be consistent with the learning styles and distinct academic needs of the students. A rundown of the learning styles were likewise presented to confirm understanding of the concept. The comparative analysis of subjects and the respective instructional strategies was likewise presented in a clear manner and effectively linked to appropriate study skills deemed crucial to enhance the potentials to

Education and Skills Bill Essay Example for Free

Education and Skills Bill Essay The Education and Skills Bill introduces a new duty on young people in England to participate in education or training until the age of 18. The Bill follows the green paper Raising Expectations: staying in education and training, which described the perceived benefits to individuals, the economy and society of young people staying in education or training for longer. Responsibility for support services currently carried out by the Connexions service will be transferred to local education authorities (LEAs). The Bill makes changes relating to adult skills. The Bill also provides for the transfer of the regulatory regime for independent schools in England from the Secretary of State for Children, Schools and Families to the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) There are miscellaneous provisions in relation to pupil behaviour, external qualifications, inspection of teacher training, and Schools Forums. Also a framework power is provided for the National Assembly for Wales to legislate in relation to the inspection of pre-16 education and training. The territorial extent of the Bill varies according to the scope of the different provisions. The Bill contains provisions that trigger the Sewel Convention. Christine Gillie Social Policy Section Contributions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of Commons Library. Recent Library Research Papers include: 07/72 07/73 The Governance of Britain Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Unemployment by Constituency, October 2007 The European Communities (Finance) Bill [Bill 2 of 2007-08] Sale of Student Loans Bill Housing and Regeneration Bill [Bill 8 of 2007-08] The EU Reform. Treaty: amendments to the Treaty on European Union 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords developments since January 2004 Economic Indicators, December 2007 Planning Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of Lisbon: amendments to the Treaty establishing the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26. 10. 07 02. 11. 07 Research Papers are available as PDF files: †¢ to members of the general public on the Parliamentary web site, URL: http://www. parliament. uk †¢ within Parliament to users of the Parliamentary Intranet, URL: http://hcl1. hclibrary. parliament. uk Library Research Papers are compiled for the benefit of Members of Parliament and their personal staff. Authors are available to discuss the contents of these papers with Members and their staff but cannot advise members of the general public. We welcome comments on our papers; these should be sent to the Research Publications Officer, Room 407, 1 Derby Gate, London, SW1A 2DG or e-mailed to [emailprotected] uk ISSN 1368-8456 Summary The Education and Skills Bill was presented in the House of Commons on 28 November 2007. At the same time Explanatory Notes, an Impact Assessment and a Memorandum of Delegated Powers were also published. The Bill, as presented, is in five parts. Some of the provisions are linked to the Government’s policies for reforming 14 to 19 education and improving the learning and skills of young people and adults. Other parts of the Bill are on separate matters particularly relating to the regulation and inspection of independent schools and colleges. Part 1 introduces a new duty on young people in England to participate in education or training until the age of 18, and creates a statutory framework to support and enforce it with new duties on local education authorities (LEAs ), educational providers and employers. The raising of the participation age will be introduced in two stages: to 17 by 2013 and to 18 by 2015. Provision is made for LEAs to enforce the participation duty, if necessary. They may issue attendance notices to young people who refuse to participate. New attendance panels will be created to hear appeals and to monitor the enforcement process. LEAs may also issue parenting contracts or parenting orders to parents of young people who are failing to fulfil the duty to participate. The proposals follow the green paper Raising Expectations: staying in education and training (March 2007), which described the perceived benefits to individuals and society of young people staying in education and training for longer. While there has been wide acceptance of the principle that young people will benefit from participating until they are 18, concern has been expressed about making it compulsory. Part 2 makes provision for the transfer to LEAs of the information, advice and support services for young people currently provided by the Connexions service. This follows proposals in the Youth Matters green paper (July 2005). The funding for the Connexions service will be transferred to LEAs in April 2008. It is intended that LEAs will continue to maintain the Connexions database so as to help them provide the right support services to young people and promote the new duty on young people to participate in education or training. Part 2 also places a duty on LEAs to arrange for the assessment of the education and training needs of a person with a statement of special educational needs (SEN) during their last year of schooling. This takes account of the change in the Bill to raise the participation age. Other provisions in Part 2 include: a requirement for secondary schools to present careers information in an impartial way and to provide careers advice that is in the best interests of the child; an explicit duty on the Learning and Skills Council (LSC) to provide proper facilities for apprenticeships for 16 to 18 year olds, and to make reasonable provision for apprenticeships for those aged 19 and over; a requirement for LEAs to have regard to journey times in preparing their transport policies for students of sixth-form age attending educational establishments; and a requirement for LEAs to co-operate with partners who are responsible for 14 to 19 education and training. Part 3 contains provisions in relation to adult skills. The issue of maintaining a sufficiently skilled workforce to meet the economys needs in the face of growing global competition has become increasing prominent, particularly since the publication of the Leitch Review of Skills in 2006. In its response to the review, the Government set out a range of goals relating to workforce skills for 2020 and outlined how it intended to achieve them. This Bill places duties on the LSC to provide a free entitlement to training for all adults in England aged over 19 up to their first full Level 2 qualification, with a similar entitlement up to Level 3 for those aged 19-25. Provision is also made to enable the sharing of data between relevant departments and the devolved administrations in order to assist in the effective assessment and provision of education and training for those aged 19 and over. Part 4 creates a wider definition of an independent educational institution in England, which includes certain part-time educational provision, to which the regulatory regime for independent schools in England will apply. That regime, currently contained in the Education Act 2002, is restated in Chapter 1 of Part 4. The regulatory framework for ‘independent educational institutions’ is changed so that the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the registration authority. The function of approving non-maintained special schools is also transferred from the Secretary of State to the Chief Inspector. Sixth-form pupils in nonmaintained special schools are given a right to opt out of religious worship. (Pupils in mainstream maintained schools already have this right under the Education and Inspections Act 2006. ) The Bill also seeks to amend section 347 of the Education Act 1996 to remove in England the category of approved independent school for the placement of a child with a statement of SEN, and to remove the requirement for LEAs in England to seek consent to place pupils with statements of SEN in non-approved independent schools. Other changes in Part 4 include the introduction of a new management standard for independent educational institutions, and changes relating to fees for registration and inspection. Part 5 includes miscellaneous provisions in relation to pupil behaviour, the Qualifications and Curriculum Authority (QCA) and the approval of external qualifications, the inspection of teacher training, and the constitution of Schools Forums. Also Part 5 creates a framework power for the National A ssembly for Wales to legislate in relation to the inspection of pre-16 education and training. The Bill extends to England and Wales. Many of the provisions apply to England only. A number of new or expanded powers are conferred on Welsh Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. ) Five clauses that relate to sharing information extend to Scotland and trigger the Sewel Convention. Two clauses relating to the remit of the QCA extend to Northern Ireland. This research paper outlines the key provisions of the Bill, and provides background on them. It is not intended to be a comprehensive account of the clauses. A detailed clause by clause account is given in the Explanatory Notes to the Bill. Library contacts: Christine Gillie : raising the participation age, Connexions service, special educational needs, post-16 transport, regulation and inspection of independent schools, pupil behaviour and attendance and Schools Forums Paul Bolton: statistics on the above Ed Beale : apprenticeships, training and adult skills Grahame Danby: data processing Susan Hubble: financial support for students and external qualifications Vincent Keter: employers and business CONTENTS I Part 1 of the Bill: duty to participate in education or training (England). A. B. Introduction Background 1. History 2. Participation of 16 and 17 year olds in education, employment and training 3. The green paper and the case for change 4. Responses to the green paper C. D. Overview of the proposed system for raising participation 7 7 8 8 8 12 15 20 Suitable provision and enabling young people to participate: the ‘four building blocks’ 23 The Bill 1. Key provisions 2. Comment 31 31 35 38 38 38 40 41 42 43 43 E. II Part 2 of the Bill: Support for participation in education or training: young adults with learning difficulties and young people in England A. Provision of support services (Connexions Service) 1. Background 2. The Bill B. C. D. E. F. Assessments relating to learning difficulties Careers education Apprenticeships Provision of transport for persons of sixth form age: journey times Co-operation as regards provision of 14 to 19 education and training 44 45 45 47 49 III Part 3 of the Bill: Adult Skills A. Background 1. The Leitch Review of Skills 2. Current measures to address adult skills 3. House of Commons Education and Skills Committee report: Post-16 Skills 51 B. The Bill 1. Reaction IV Part 4 of the Bill: regulation and inspection of independent educational provision in England A. Current arrangements for regulation and inspection of independent schools Consultation proposals Response The Bill 53 54 55 55 57 61 63 64 64 65 66 68 69 69 70 B. C. D. V Part 5 of the Bill: miscellaneous provisions A. B. C. D. E. F. Pre-16 education and training: Wales Maintained schools in England: behaviour and attendance External qualifications Inspections of teacher training in England Schools Forums General provisions VI VII Data processing Appendix I: Reaction from specific organisations to the green paper, Raising expectations: staying in education and training 73 Appendix II: relevant documents 85 VIII. RESEARCH PAPER 07/87 I A. Part 1 of the Bill: duty to participate in education or training (England) Introduction In March 2007 the Government’s green paper Raising Expectations: staying in education and training post-16, proposed that the minimum age at w hich young people should leave education or training should be raised to 18. 1 The participation age would be increased in two stages: to age 17 from September 2013, and to 18 from September 2015. The green paper set out a detailed package of measures for consultation. Alongside the green paper the Government published an Initial Regulatory Impact Assessment on the estimated cost of the proposals. 2 (These projections have been reviewed and revised and are now published in the Impact Assessment that accom panies the Education and Skills Bill – see below). In July 2007 the Government published a report of the consultation on the green paper’s proposals. While it noted that there had been wide acceptance of the principle that young people would benefit from continuing to develop their skills formally until they were 18, it also noted that there was concern about making participation compulsory. 3 Also in July 2007, the Government published World Class Skills: Implementing the Leitch Review of Skills in England. 4 This set out the Government’s plans to improve the skills of young people and adults. The Government’s Draft Legislative Programme, published on 11 July 2007, announced that a bill would be introduced to ensure that young people stay in education or training until age 18, and to provide new rights to skills training for adults. 5 In his Fabian Society lecture on 5 November 2007, Ed Balls, the Secretary of State for Children, Schools and Families, described the Government’s proposals, and published a further document From policy to legislation. This explained how the Government intended to proceed, and what aspects of the policy required legislation. 6 Also on 5 November 2007, the Government published its strategy for reducing the proportion of young people not in education, employment or training. 7 1 2 3 4 5 6 7 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf Initial Regulatory Impact Assessment for Raising Expectations: staying in education and training post16, DfES, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/RIA%20[FINAL]%20word%20version. pdf Raising Expectations: Consultation Report, DCSF, July 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/Raising%20Expectations%20Consultation%20R eport. pdf http://www. dfes. gov. uk/skillsstrategy/uploads/documents/World%20Class%20Skills%20FINAL. pdf http://www. cabinetoffice. gov.uk/reports/governance. aspx Raising Expectations: Staying in education and training post 16: From policy to legislation, DCSF, November 2007: http://www. dfes. gov. uk/14-19/documents/Raising%20Expectations. pdf Reducing the number of young people not in education, employment or training (NEET) by 2013, DCSF, 5 November 2007: http://www. dfes. gov. uk/14-19/documents/NEET%20%20Strategy. pdf 7 RESEARCH PAPER 07/87 The Education and Skills Bill was presented in the House of Commons on 28 November 2007. 8 Explanatory Notes9, an Impact Assessment10, a Memorandum of Delegated Powers11 and a Short Guide 12 were also published. B. 1. Background History The Education Act 1918 raised the compulsory school leaving age from 12 to 14. It also made provision for all young people to participate in at least part-time education until they were 18 but this provision was not implemented. The end of the First World War was followed by a period of austerity; public expenditure cuts dubbed the ‘Geddes axe’ 13 meant that the aspiration of increasing participation was not achieved. The Education Act 1944 made provision to raise the school leaving age to 16 but this was not implemented until 1972. 14 The 1944 Act also re-enacted the 1918 provision to extend participation at least part-time until the age of 18 but again this was not implemented. The school leaving age has remained at 16 since 1972, although the leaving date was amended in 1997. 15 2. Participation of 16 and 17 year olds in education, employment and training At the end of 2006 around six out of every seven 16 and 17 year olds were provisionally estimated to be in some form of education or training. The large majority were in fulltime education, others were in Government supported Work Based Learning (WBL)16, Employer Funded Training 17 or other types of education and training including part-time courses. The latest data are summarised below: 8 9 10 11 12 13 14 15 16 17 Education and Skills Bill, Bill 12, Session 2007-08: http://www.publications. parliament. uk/pa/cm200708/cmbills/012/08012. i-v. html Education and Skills Bill Explanatory Notes: http://www. publications. parliament. uk/pa/cm200708/cmbills/012/en/index_012. htm Impact Assessment of the Education and Skills Bill, DCSF, 29 November 2009: http://www. dfes. gov. uk/publications/educationandskills/docs/impact_assessment. pdf Memorandum of Delegated Powers, DCSF, 28 November 2007 (an electronic copy was not available at time of writing but a hardcopy was available from the Vote Office) DCSF, Short Guide to the Education and Skills Bill: http://www. dfes. gov. uk/publications/educationandskills/docs/BillNarrative. doc after Sir Eric Geddes who chaired a committee set up to suggest economies SI 1972 No 444 The 1997 change introduced a single school leaving date the last Friday in June in the school year in which a young person reaches age 16: DfES Circular 11/97, School Leaving Date for 16 Year Olds, September 1997 http://www. teachernet. gov. uk/management/atoz/S/schoolleavingdate/index. cfm? code=furt Includes Advanced Apprenticeships, Apprenticeships, Entry to Employment and NVQ Learning. Young people who received training in the previous four weeks, includes non-WBL apprenticeships. 8 RESEARCH PAPER 07/87 Education, employment and training status of 16 and 17 year olds in England, 2006 16 year olds  number % of population 17 year olds number % of population 16 and 17 year olds number % of population Full-time education Work Based Learning Of which also in full-time education Employer Funded Training Other education and training Total education and training Not in any education or training Of which also not in employment Source: 516,900 37,700 1,300 15,000 25,600 593,800 68,400 42,800 78. 1% 5. 7% 0. 2% 2. 3% 3. 9% 89. 7% 10. 4% 6. 5% 428,600 51,600 1,200 26,700 32,000 537,600 122,000 62,700 65. 0% 7. 8% 0. 2% 4. 0% 4. 9% 81. 5% 18. 5% 9. 5% 945,500 89,300 2,500 41,600 57,600 1,131,400 190,400 105,500 71. 5% 6. 8% 0. 2% 3. 1% 4. 4% 85. 6% 14. 4% 8. 0%. Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF Overall participation rates were higher for 16/17 year old females at 88% compared to 83% for males. The gap was nearly 10 percentage points for full-time education participation, but young men were more likely to be in one of the training categories. These figures are based on the academic year age of young people, i. e. their age at the start of the academic year. Therefore 16 year olds are in their first year after the end of compulsory education. The data are estimated as at the end of the calendar year, hence some of these young people will have had their 17th/18th birthdays. Among the one million 16 and 17 year olds in full or part time education in 2006, 426,000 were in further education/specialist colleges, 366,000 were in maintained schools, 130,000 in sixth form colleges and 82,000 in independent schools. The overall number in full-time education has increased by 14% over the last decade; the largest proportionate increases were at sixth form colleges (22%) and at maintained schools (19%). There was relatively little difference in the type of education attended by 16 and 17 year olds. A slightly higher proportion of 17 year olds attended further education colleges at the expense of maintained schools. 18 Trends in participation by broad status are summarised in the table at the end of this section. In the early 1950s (when the school leaving age was 15) fewer than one in five 16 year olds and fewer than one in ten 17 year olds were in full time education in England and Wales. Immediately before the leaving age was increased to 16 (1972) these figures had increased to around one in three 16 year olds and one in six 17 year olds. The 16 year olds’ participation rate reached 50% in the mid 1970s; the 17 year olds’ rate reached this level in the early 1990s. 19 At the end of 2006 78% of 16 year olds and 65% of 17 year olds were in full time education in England. 20 Both were record highs. 18 19 20. DCSF SFR 22/2007, Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005 Statistics of Education 1962 part one, Ministry of Education; Education and training statistics for the United Kingdom 2006 and earlier, DfES DCSF SFR 22/2007F 9 RESEARCH PAPER 07/87. a. 16 and 17 year olds not in education or training The earlier table showed that there were an estimated 190,000 16 and 17 year olds not in any education or training (NET), 106,000 of whom were not in work and hence not in any education, employment or training (NEET). The NEET rate among 16 and 17 year old males was 9. 5% compared to 6. 4% for females. 16 year olds had a lower NEET rate than 17 year olds (6. 5% v 9. 5%). Around 60% of those in the NEET category were classed as unemployed21, the rest were economically inactive. 22 While there is a particular focus of attention on young people who are not in education, employment or training (the ‘NEETs’), the Bill proposes a duty on those in employment to participate in some training or education – hence it is also relevant for the ‘NETs’. The latest similar sub-national data collected is for the end of 2005. This only looked at education and Work Based Learning (WBL) and showed that the total proportion of 16 and 17 year olds not in either category was lowest in London (16%), the South East (18%) and the South West (18%) and highest in Yorkshire and the Humber (23%) and the East Midlands (21%). 23 More recent data from Connexions, which is not directly comparable, gives NEET rates at the end of 2006 which vary from 5. 6% in the South East and 6. 0% in the South West to 10. 5% in the North East and 9. 2% in Yorkshire and the Humber. 24 b. Trends The table at the end this section summarises trends in NET and NEET rates. These are also illustrated in the charts below. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 NET NEET 16 year olds 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 17 year olds NET NEET 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 There was a break in the series in 1994 and there have been some recent more minor inconsistencies. However, some trends are clear. The NEET rate among 16 year olds fell in the early 1990s and increased steadily for much of the last decade to a high of 8. 1% in 2005. The provisional fall to 6. 5% in 2006 takes it to its lowest level for almost a decade. The NET rate for 16 year olds fell by a larger amount in the late 1980s and 21 22 23 24 ILO definition of unemployment DCSF SFR 22/2007 ibid. NEET Statistics Quarterly Brief, DCSF 10 RESEARCH PAPER 07/87 early 1990s as there was a general shift from employment and WBL to full-time education. This rate increased from 9. 2% in 1994 to 14. 3% in 2001, but has since fallen to 10. 3% in 2006. The NEET rate among 17 year olds fell by around half between 1984 and 1994 to 7. 7%. This rate has increased more recently to 10. 9% in 2005 before dropping back to 9. 5% in 2006. The NET rate fell from 44% in 1984 to below 20% in 1993 as there was a major shift from employment to full-time education. The scale of this was even greater than that seen among 16 year olds. The level of this rate increased from the late 1990s onwards to almost 22% before falling back to below 18% in 2006. Trends in education, employment and training status of 16 and 17 year olds in England Percentages (a)(b) 1985 Full-time education Work Based Learning Employer Funded Training (c) Other Education and Training Total Education and training Total Not in any education or training Of which also not in employment Notes: 1990 51. 1 19. 1 7. 5 3. 5 79. 7 20. 3 8. 0 1995 65. 6 11. 6 4. 0 4. 3 84. 7 15. 3 6. 7 2000 65. 6 9. 5 3. 7 4. 9 83. 5 16. 5 7. 1 2001 64. 8 8. 4 3. 9 5. 2 82. 1 17. 9 8. 4 2002 65. 4 7. 9 4. 0 5. 2 82. 4 17. 6 8. 2 2003 66. 0 8. 1 4. 1 5. 2 83. 2 16. 8 7. 7 2004 67. 2 7. 9 3. 8 4. 9 83. 6 16. 4 8. 3 2005 2006p 69. 2 7. 4 3. 5 4. 5 84. 5 15. 5 9. 5 71. 5 6. 8 3. 1 4. 4 85. 6 14. 4 8. 0 39. 7 16. 1 9. 2 4. 5 68. 2 31. 8 11. 0 There was a break in the series in 1994 due to changes in the source of further and higher education data. (a) Participation estimates may be slightly underestimated for 16 year olds between 1999 and 2000 and 17 year olds between 2000 and 2001. (b) There is a discontinuity from 2002 onwards whereby participation in additional institutions are included for the first time. This increases the full-time education rate by around 0. 1 points and the any education or training rate by around 0. 4 points (c) Includes other part-time education not included elsewhere and full- or part-time education in independent further or higher education institutions. Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF c. International comparison of enrolment in education 16 year old enrolment rate in secondary education, 2005  100% 90% 80% 70% 60% 50% 40% 30% 20% 10% FRA GRE AUS SWE NOR KOR OST LUX IRE BEL ICE SWI 0% US POL SLO JAP UK ITA POR OECD MEX ESP CZ FIN NED DEN NZ TUR OECD data on enrolment by age look at the actual age of pupils/students, the rates calculated are different from those given earlier. In 2005 94% of 16 year olds and 80% of 17 year olds were in ‘secondary’ 25 education in the UK. The 16 year olds’ rate was three percentage points above the OECD average, the 17 year olds’ rate three points below. The UK’s relative position is shown opposite. Source: Education at a Glance 2007, OECD. Table C2. 3 25 This is based on the assessed academic level using international classification which at their highest level split education into primary, secondary and tertiary. It does not mean these pupils are in secondary schools. 11 GER HUN RESEARCH PAPER 07/87 Although the UK’s participation rate for 16 year olds was above the OECD average it was still below that of most other countries as the average was skewed downwards by much lower levels in Turkey and Mexico. The UK ranked 18th out of 29 states included in the 16 year olds measure and 20th on the 17 year olds rate. 17 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% SLO 0% KOR HUN NOR CZ GER SWE BEL POL FIN JAP OST OECD POR GRE MEX DEN NED TUR AUS ICE SWI ESP FRA LUX IRE NZ US UK Some of the countries ranked Source: Education at a Glance 2007, OECD. Table C2. 3 below the UK have relatively high enrolment rates in non-secondary education, 26 but direct comparisons cannot be made due to a lack of comparable data on enrolment on these types of education in the UK. 27 3. The green paper and the case for change The green paper, Raising Expectations: staying in education and training post-16, described the perceived benefits to individuals and society of young people staying in education and training for longer. 28 It proposed a detailed package of measures for consultation. These were summarised in the DfES press notice launching the green paper: †¢ From 2013, young people should remain in education or training after 16 – this means the first pupils to be affected would be those entering secondary school in September next year. Young people would be required to work towards accredited qualifications at school, in a college, or in â€Å"on the job† training or day release; Apprenticeships will be significantly expanded so that they are available to any qualified young person who wants one; Participation should be full time for young people not in employment for a significant part of the week and part time for those working more than 20 hours a week; Better advice and guidance for young people to enable them to access the provision that’s right for them; A high quality, accurate registration system to keep track of the education options a young person has chosen and to make sure they don’t drop out; Building on the Education Maintenance Allowance we will consider new financial support measures to ensure young people from low income †¢ †¢ †¢ †¢ †¢ †¢ 26 27 28 Tertiary and post-secondary non-tertiary Education at a Glance 2007, OECD. Table C2. 3 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf 12 ITA RESEARCH PAPER 07/87 backgrounds get the support they need to overcome any barriers to participation. To make sure the right provision is in place the new requirement would not be implemented until 2013 by which time the new Diplomas will be a National Entitlement. This will give young people a choice of A levels, GCSEs, the International Baccalaureate, the new Diplomas, Apprenticeships, and accredited in work training. Young people would be supported to re-engage if they drop out through integrated Youth Support Services. Any enforcement process would be used only as a last resort if a young person refused to re-engage. 29 Chapter 2 of the green paper set out the evidential basis for raising the education and training participation age. This referred to research showing that young people who stay on in education and training after 16 are more likely to gain further qualifications by 18 than those who go into employment without training or drop out altogether. Individuals with qualifications earn more than those without. In addition to higher wages, betterqualified individuals have improved employment prospects and an increased likelihood of receiving workplace training. There are also wider benefits associated with higher qualification levels, such as improved health and better social skills. The green paper noted evidence on the relationship between higher levels of skills and qualifications and economic performance and productivity. It highlighted evidence suggesting that up to one fifth of the UK’s output per hour productivity gap with Germany and an eighth of the gap with France results from the UK’s relatively poor skills. The green paper also noted the wider benefits to society from increased participation. It stated that those who participate are less likely to experience teenage pregnancy, be involved in crime or behave anti-socially. The green paper refers to a study that looked at Offender Index data between 1984 and 2001 which showed that an additional year of compulsory schooling decreases conviction rates for property crime, and that it has also been estimated that compulsory schooling lowers the likelihood of committing crime or going to prison. 30 The green paper went on to outline t e combination of measures taken so far to h encourage increased participation. These include changes to the 14 to 19 curriculum and the introduction of new specialist diplomas with an emphasis on applied and practical learning; changes to the curriculum for 11 to 14 year olds to allow greater flexibility and personalisation of learning; an expansion of work-based learning; from September 2007 a ‘September Guarantee’ of an offer of an appropriate learning place for every young person leaving school at 16; improvements in information, advice and guidance for young people to help them make choices; and financial support through educational maintenance allowances.

The Good Earth by Pearl Buck :: The Good Earth Pearl S Buck

The Good Earth Essay   Ã‚  Ã‚  Ã‚  Ã‚  The Good Earth by Pearl Buck provides an excellent form of archetypal structure. It shows how nature is clean and pure, while the mechanistic world is corrupt and evil. There are many ways that it can be proven, yet only three are really stressed throughout the novel. The three stressed throughout the novel the entire time are, nature providing, money corrupting, and how the law of the land is the only right way. That was why, in The Good Earth, the archetypal structure, nature versus the mechanistic world was portrayed throughout the entire novel.   Ã‚  Ã‚  Ã‚  Ã‚  Basically, the entire story told the reader that nature is always providing. A way that nature provided for Wang Lung was, "And in the field the wheat seed sprouted and pushed delicate spears of wet green above the delicate brown Earth" (pg, 43). Wang Lung got his fields this way by plowing and farming for many years. By doing this, Wang Lung did his part so nature helped him out. Wang Lung had told a man, not of his superiority, "É Good harvest means good seasons" (pg, 47). This showed how well acquainted Wang Lung was with his land. He was so in-tune with nature that he could tell if it was going to be a good year or not. Thus, throughout the entire novel, nature always provided for Wang Lung and his family.   Ã‚  Ã‚  Ã‚  Ã‚  Another archetypal structure used in the novel was showing how money corrupts. A statement made in the novel concerning this was, "ÉAnd everyone knew now that Wang Lung owned this land, and in his village there was talk of making him head" (pg, 58). This statement was said around the time that Wang Lung started realizing how powerful he was. So after hearing this, Wang Lung got big headed, causing the money to make him corrupted. One line said in the book really sums up how money corrupts, "And am I always to look like a hind when we have enough to spare?" (pg, 186). This occurred when they were living in the Great House and everyone was spoiled. It seems hard to believe that a family brought up from nothing, to have everything, would be so spoiled and ungrateful for all they have. Even in todayÕs world money corrupts, but Pearl Buck does a good job of showing it in The Good Earth.   Ã‚  Ã‚  Ã‚  Ã‚  One of the other ways for stressing archetypal structure is stating that the law of the land is the only way. The Good Earth by Pearl Buck :: The Good Earth Pearl S Buck The Good Earth Essay   Ã‚  Ã‚  Ã‚  Ã‚  The Good Earth by Pearl Buck provides an excellent form of archetypal structure. It shows how nature is clean and pure, while the mechanistic world is corrupt and evil. There are many ways that it can be proven, yet only three are really stressed throughout the novel. The three stressed throughout the novel the entire time are, nature providing, money corrupting, and how the law of the land is the only right way. That was why, in The Good Earth, the archetypal structure, nature versus the mechanistic world was portrayed throughout the entire novel.   Ã‚  Ã‚  Ã‚  Ã‚  Basically, the entire story told the reader that nature is always providing. A way that nature provided for Wang Lung was, "And in the field the wheat seed sprouted and pushed delicate spears of wet green above the delicate brown Earth" (pg, 43). Wang Lung got his fields this way by plowing and farming for many years. By doing this, Wang Lung did his part so nature helped him out. Wang Lung had told a man, not of his superiority, "É Good harvest means good seasons" (pg, 47). This showed how well acquainted Wang Lung was with his land. He was so in-tune with nature that he could tell if it was going to be a good year or not. Thus, throughout the entire novel, nature always provided for Wang Lung and his family.   Ã‚  Ã‚  Ã‚  Ã‚  Another archetypal structure used in the novel was showing how money corrupts. A statement made in the novel concerning this was, "ÉAnd everyone knew now that Wang Lung owned this land, and in his village there was talk of making him head" (pg, 58). This statement was said around the time that Wang Lung started realizing how powerful he was. So after hearing this, Wang Lung got big headed, causing the money to make him corrupted. One line said in the book really sums up how money corrupts, "And am I always to look like a hind when we have enough to spare?" (pg, 186). This occurred when they were living in the Great House and everyone was spoiled. It seems hard to believe that a family brought up from nothing, to have everything, would be so spoiled and ungrateful for all they have. Even in todayÕs world money corrupts, but Pearl Buck does a good job of showing it in The Good Earth.   Ã‚  Ã‚  Ã‚  Ã‚  One of the other ways for stressing archetypal structure is stating that the law of the land is the only way.

Dependency Theory Essay

Modernization theory is a theory used to explain the process of Modernization within societies. The theory looks at the internal factors of a country while assuming that with assistance â€Å"traditional countries can be brought to development in the same manner more developed countries have. This theory of modernization however failed because it can be argued that it was too Eurocentric in its methodologies. That is to say its centered focus was on Europe or European peoples. The theory never considered the Caribbean region or other third world when explaining its concepts. This resulted in a paradigm shift from Modernization to Dependency. The Dependency theory was established to provide the scholarly community with a different way of understanding the circumstances of the non-industrial countries of the world. According to Osvaldo Sunkel, dependency theory can be sociologically defined as an explanation of the economic development of a state in terms of the external influences, political, economic and cultural on national development policies. Therefore this essay would take seek to explain the advantages and limitations of the central new insight that is provided about development by the Dependency theory. One advantage of the Dependency theory is that the theory arose around 1960 as a reaction to some earlier theories of development which held that all societies progress through similar stages of development, that today’s underdeveloped areas are thus in a similar situation to that of today’s developed areas at some time in the past, and that therefore the task in helping the underdeveloped areas out of poverty is to accelerate them along this supposed common path of development, by various means such as investment, technology transfers, and closer integration into the world market. Dependency theory rejected this view, arguing that underdeveloped countries are not merely primitive versions of developed countries, but have unique features and structures of their own; and, importantly, are in the situation of being the weaker members in a world market economy, whereas the developed nations were never in an analogous position; they never had to exist in relation to a bloc of more powerful countries than themselves. Dependency theorists argued, in opposition to free market economists, that underdeveloped countries needed to reduce their connectedness with the world market so that they can pursue a path more in keeping with their own needs, less dictated by external pressures. Prebisch, an Argentine economist at the United Nations Commission for Latin America (UNCLA), went on to conclude that the underdeveloped nations must employ some degree of protectionism in trade if they were to enter a self-sustaining development path. Another advantage the Dependency theory provided about development is that it explains the reasons why the lesser developed countries are the way they are. The lack of development within the third world rest within the first world. Advocates of the Dependency theory agree that only substantial reform of the world capitalist system and a distribution of assets will free third world countries from poverty cycles and enable development to occur. Measures that the third countries could take would include the elimination of world debt and the introduction of global taxes such as the Tobin Tax. This tax on foreign exchange transactions, named after its proponent, the American Economist, James Tobin, would generate large revenues that could be used to pay off debt or fund development projects. Also these third world countries could try to eliminate themselves from world debt by trying to stop depending on the financial institutions for loans. These third world countries believe that they are benefiting the country by taking loans from these institutions to support themselves economically. However, what these third world countries don’t realise is that these institutions are developed to make them take loans and go into more debt where they would have no other alternative but to depend on the first world for assistance, thus, leading to dependency and by extension further underdevelopment. For instance, Dominant first world countries have such a technological and industrial advantage that they can ensure the global economic system works in their own self-interest. Organisations such as the World Bank, the IMF and the WTO have agendas that benefit the firms, and consumers of primarily the first world. Freeing up world trade, one of the main aims of the WTO, benefits the wealthy nations that are most involved in world trade. Creating a level playing field for all countries assumes that all countries have the necessary equipment to be able to play. For the world’s poor this is often not the case. The third-world debt crisis of the 1980s and continued stagnation in Africa and Latin America in the 1990s caused some doubt as to the feasibility or desirability of â€Å"dependent development†. Vernengo (2004) has suggested that the sine qua non of the dependency relationship is not the difference in technological sophistication, as traditional dependency theorists believe, but rather the difference in financial strength between core and peripheral countries – particularly the inability of peripheral countries to borrow in their own currency. He believes that the hegemonic position of the United States is very strong because of the importance of its financial markets and because it controls the international reserve currency – the US dollar. He believes that the end of the Bretton Woods international financial agreements in the early 1970s considerably strengthened the United States’ position because it removed some constraints on their financial actions. Although there are various advantages of the new central insight that is provided for the explanation of development, there are also some limitations. One of these limitations is that, the Dependency theory is a way of explaining economic underdevelopment outside of such industrially advanced parts of the world as North America and Europe. According to dependency theory, the politico-economic advantages of more technologically advanced countries are based on the disadvantages to countries that are and remain less developed. Critics of the theory claim that such an outlook is fatalistic, historically inaccurate, and simplistic. For example, parts of Africa, Asia, and South America are considered disadvantaged and underdeveloped. Yet all three areas previously were the locations of ancient civilizations of great cultural, economic, philosophical, political and social achievements. Dependency theory doesn’t come up with convincing arguments to account for how these areas fell by the wayside, and why areas in Europe and North America took the lead. The Dependency theory explains how the countries are the way they are but they did not explain why and how they got that way. The theory just labelled these three countries as less developed because of their relationship with the more developed countries, it did not explain why is it that Europe and North America was able to develop and why is it Africa, Asia and South America wasn’t able to develop and how they lost their cultural, economic, philosophical, political and social achievements while North America was able to keep theirs and be considered first world countries. Another disadvantage of the Dependency theory is that doesn’t have all of its convincing points in order to relate to the theory’s implied invulnerability of development and simultaneous vulnerability of underdevelopment. In other words, it emphasizes the importance of external forces on underdeveloped countries and minimizes the role of internal motivations within those very same countries. In most instances it is because of these third world countries internal forces they are underdeveloped. The reason for this because of the country’s small size it causes them to be vulnerable towards the first world dependence. Along with this, it can also be seen that most third world countries contain a high level of corruption which causes them to be in the situation that they are presently in. Advanced democracies like the UK, USA, Canada and Australia have virile electorates, media and criminal justice systems to combat corruption. But Third World political and civil institutions are weaker, and in effect license corruption with impunity, thus allowing corruption within these countries to become effortlessly available. Along with this the Dependency theory likewise locks countries into a hierarchy of world leaders in which once an underdeveloped country, always an underdeveloped country. And the previous faults quickly become glaring when the dependency theorist tries to account for politico-economic changes within the Russian Federation, certain Middle Eastern countries, India, and China, to name a few. In the final analysis, it can be seen that there was a paradigm shift from the Modernisation theory to the Dependency theory in explaining development. The Development theory provided the scholarly community with a different way of understanding the circumstances of the non-industrial countries of the world. Dependency Theory is in large part a theory of development in the third world, it seek to provide explanations for third world development and explanations that the Modernisation theory failed to give. Like any other theory, the Dependency theory has its advantages and limitations. One of its strengths is its recognition that from the beginning, capitalism developed as a multinational system. Dependency Theory therefore spends its time on the question, â€Å"how can we have a development in the periphery that more resembles that at the core?† Or a more charitable account, if the core-periphery link is broken, can we have development in the periphery that has some or all of the elements that we identified as desirable in the core? BIBLIOGRAPHY Amin, S. â€Å"Accumulation and Development: a Theoretical Model† Review of African Political Economy HC501 R46. Gunder Frank, A. Capitalism and Underdevelopment in Latin America. HC165 F828 C1 1969. The Latin American Periphery in the Global System of Capitalism†, 1981, UNCLA Review Prebisch, R. Change and Development. 1976 t. HC125 P922 C4. R. H. Chilcote Development Theory and Practice: Latin American Perspectives, Lanham, Rowman and Littlefield, 2003 Sunkel O. (1966), ‘The Structural Background of Development Problems in Latin America’ Weltwirtschaftliches. Vernengo M. â€Å"Technology, Finance and Dependency: Latin American Radical Political Economy in Retrospect†, Working Paper No: 2004-06, University of Utah Dept. of Economics, 2004, p 5; retrieved July 2009.

Stefan’s Diaries: Origins Chapter 7

The next week passed in a blur. I ran from fittings at Mrs. Fells's dress shop to visits with Rosalyn in the Cartwrights' stuffy parlor to the tavern with Damon. I tried to forget Katherine, leaving my shutters closed so I wouldn't be tempted to look across the lawn at the carriage house, and forcing myself to smile and wave at Damon and Katherine when they explored the gardens. Once I went up to the attic to look at the portrait of Mother. I wondered what advice she'd have for me. Love is patient, I remembered her saying in her lilting French accent during Bible study. The notion comforted me. Maybe love could come to me and Rosalyn. After that, I tried to love Rosalyn, or at least garner some kind of affection for her. I knew, behind her quietness and her dishwater blond hair, she was simply a sweet girl who'd make a doting wife and mother. Our most recent visits hadn't been awful. In fact, Rosalyn had been in remarkably good spirits. She'd gotten a new dog, a sleek black beast named Sadie, which she'd taken to carrying everywhere lest the new puppy suffer the same fate as Penny had. At one point, when Rosalyn looked up at me with adoring eyes, asking if I'd prefer lilacs or gardenias at the wedding, I almost felt fond of her. Maybe that would be enough. Father had wasted no time in planning another party to celebrate. This time, it was a barbecue at the estate, and Father had invited everyone within a twenty-mile radius. I recognized only a handful of the young men, pretty girls, and Confederate soldiers who milled around the labyrinth, acting as if they owned the estate. When I was younger, I used to love the parties at Veritas–they were always a chance to run down to the ice pond with our friends, to play hide-and-seek in the swamp, to ride horses to the Wickery Bridge, then dare each other to dive into the icy depths of Willow Creek. Now I just wished it were over, so I could be alone in my room. â€Å"Stefan, care to share a whiskey with me?† Robert called out to me from the makeshift bar set up on the portico. To judge from his lopsided grin, he was already drunk. He passed me a sweating tumbler and tipped his own to mine. â€Å"Pretty soon, there will be young Salvatores all over the place. Can you picture it?† He swept his hands expansively over the grounds as if to show me just how much room my imaginary family would have in which to grow. I swirled my whiskey miserably, unable to picture it for myself. â€Å"Well, you've made your daddy one lucky man. And Rosalyn one lucky girl,† Robert said. He lifted his glass to me one last time, then went to chat with the Lockwoods' overseer. I sighed and sat down on the porch swing, observing the merriment occurring all around me. I knew I should feel happy. I knew Father only wanted what was best for me. I knew that there was nothing wrong with Rosalyn. So why did this engagement feel like a death sentence? On the lawn, people were eating and laughing and dancing, and a makeshift band made up of my childhood friends Ethan Giffin, Brian Walsh, and Matthew Hartnett was playing a version of â€Å"The Bonnie Blue Flag.† The sky was cloudless and the weather balmy, with just a slight nip in the air to remind us that it was, indeed, fall. In the distance, schoolchildren were swinging and shrieking on the gate. To be around so much merriment–all meant for me–and not feel happy made my heart thud heavily in my chest. Standing up, I walked inside toward Father's study. I shut the door to the study and breathed a sigh of relief. Only the faintest stream of sunlight peeked through the heavy damask curtains. The room was cool and smelled of well-oiled leather and musty books. I took out a slim volume of Shakespeare's sonnets and turned to my favorite poem. Shakespeare calmed me, the words soothing my brain and reminding me that there soothing my brain and reminding me that there was love and beauty in the world. Perhaps experiencing it through art would be enough to sustain me. I settled into Father's leather club chair in the corner and absentmindedly skimmed the onionskin pages. I'm not sure how long I sat there, letting the language wash over me, but the more I read, the calmer I felt. â€Å"What are you reading?† The voice startled me, and the book slid off my lap with a clatter. Katherine stood at the study entrance, wearing a simple, white silk dress that hugged every curve of her body. All the other women at the party were wearing layers of crinoline and muslin, their skin guarded under thick fabric. But Katherine didn't seem the least bit embarrassed by her exposed white shoulders. Out of propriety, I glanced away. â€Å"Why aren't you at the party?† I asked, bending to pick up my book. Katherine stepped toward me. â€Å"Why aren't you at the party? Aren't you the guest of honor?† She perched on the arm of my chair. â€Å"Have you read Shakespeare?† I asked, gesturing to the open book on my lap. It was a lame attempt to change the conversation; I had yet to meet a girl versed in his works. Just yesterday, Rosalyn had admitted she hadn't even read a book in the past three years, ever since she had graduated from the Girls Academy. Even at that, the last volume she'd perused was merely a primer on how to be a dutiful Confederate wife. â€Å"Shakespeare,† she repeated, her accent expanding the word to three syllables. It was an odd accent, not one that I'd heard from other people from Atlanta. She swung her legs back and forth, and I could see that she wasn't wearing stockings. I tore my eyes away. â€Å"Shall I compare thee to a summer's day?† she quoted. I looked up, astonished. â€Å"Thou art more lovely and more temperate,† I said, continuing the quote. My heart galloped in my chest, and my brain felt as slow as molasses, creating an unusual sensation that made me feel I was dreaming. Katherine yanked the book off my lap, closing it with a resounding clap. â€Å"No,† she said firmly. â€Å"But that's how the next line goes,† I said, annoyed that she was changing the rules of a game I thought I understood. â€Å"That's how the next line goes for Mr. Shakespeare. But I was simply asking you a question. Shall I compare you to a summer's day? Are you worthy of that comparison, Mr. Salvatore? Or do you need a book to decide?† Katherine asked, grinning as she held the volume just out of my reach. I cleared my throat, my mind racing. Damon would have said something witty in response, without even thinking about it. But when I was with Katherine, I was like a schoolboy who tries to impress a girl with a frog caught from the pond. â€Å"Well, you could compare my brother to a summer's day. Y ou've been spending a lot of time with him.† My face reddened, and instantly I wished I could take it back. I sounded so jealous and petty. â€Å"Maybe a summer's day with a few thunderstorms in the distance,† Katherine said, arching her eyebrow. â€Å"But you, Scholarly Stefan, you are different from Dark Damon. Or †¦Ã¢â‚¬  –Katherine looked away, a flicker of a grin crossing her face–â€Å"Dashing Damon.† â€Å"I can be dashing, too,† I said petulantly, before I even realized what I was saying. I shook my head, frustrated. It was as though Katherine somehow compelled me to speak without thinking. She was so lively and vivacious–talking to her, I felt as though I was in a dream, where nothing I said would have any consequence but everything I said was important. â€Å"Well, then, I must see that, Stefan,† Katherine said. She placed her icy hand on my forearm. â€Å"I've gotten to know Damon, but I barely know you. It's quite a shame, don't you think?† In the distance, the band struck up â€Å"I'm a Good Old Rebel.† I knew I needed to get back outside, to smoke a cigar with Mr. Cartwright, to twirl Rosalyn in a first waltz, to toast my place as a man of Mystic Falls. But instead I remained on the leather club seat, wishing I could stay in the library, breathing in Katherine's scent, forever. â€Å"May I make an observation?† Katherine asked, leaning toward me. An errant dark curl flopped down on her white forehead. I had to use all my strength to resist pushing it off her face. â€Å"I don't think you like what's happening right now. The barbecue, the engagement †¦Ã¢â‚¬  My heart pounded. I searched Katherine's brown eyes. For the past week, I'd been trying desperately to hide my feelings. But had she seen me pausing outside the carriage house? Had she seen me run Mezzanotte to the forest when she and Damon explored the garden, desperate to get away from their laughter? Had she somehow managed to read my thoughts? Katherine smiled ruefully. â€Å"Poor, sweet, steadfast Stefan. Haven't you learned yet that rules are made to be broken? Y can't make ou anyone happy–your father, Rosalyn, the Cartwrights–if you're not happy yourself.† I cleared my throat, aching with the realization that this woman who I'd known for a matter of weeks understood me better than my own father †¦ and my future wife †¦ ever would. Katherine slid off the chair and glanced at the volumes on Father's shelves. She took down a thick, leather-bound book, The Mysteries of Mystic Falls. It was a volume I'd never seen before. A smile lit her rose-colored lips, and she beckoned me to join her on my father's couch. I knew I shouldn't, but as if in a trance, I stood and crossed the room. I sank into the cool, cracked leather cushion next to her and just let go. After all, who knew? Perhaps a few moments in her presence would be the balm I needed to break my melancholia.