Seminar paper from the year 2006 in the subject English Language and Literature Studies - Culture and Applied Geography, grade: 2,7, University of Osnabrück, language: English, abstract: With this piece of work I want to explain the British School System. I will start with a brief overview on the history of British schools from the medieval times and then show the development of the modern education System from World War II until now. Talking of the development of the British Education System terms like ‘pendulum of curricula control’ are often used as the state’s control on the school curriculum grew and shrunk over the period from 1862 until 1988. I will try to describe the course that this ‘pendulum’ took. [...]
This volume deals with the great changes which have taken place in the practice of the history of education in present years. It brings together a number of important articles on the subject which are not easily available to the ordinary reader.
This book will tell all you need to know about British English spelling. It's a reference work intended for anyone interested in the English language, especially those who teach it, whatever the age or mother tongue of their students. It will be particularly useful to those wishing to produce well-designed materials for teaching initial literacy via phonics, for teaching English as a foreign or second language, and for teacher training. English spelling is notoriously complicated and difficult to learn; it is correctly described as much less regular and predictable than any other alphabetic orthography. However, there is more regularity in the English spelling system than is generally appreciated. This book provides, for the first time, a thorough account of the whole complex system. It does so by describing how phonemes relate to graphemes and vice versa. It enables searches for particular words, so that one can easily find, not the meanings or pronunciations of words, but the other words with which those with unusual phoneme-grapheme/grapheme-phoneme correspondences keep company. Other unique features of this book include teacher-friendly lists of correspondences and various regularities not described by previous authorities, for example the strong tendency for the letter-name vowel phonemes (the names of the letters ) to be spelt with those single letters in non-final syllables.
A major new history of Britain that transforms our understanding of this country's past 'I've waited so long so read a comprehensively researched book about Black history on this island. This is it: a journey of discovery and a truly exciting and important work' Zainab Abbas Despite the best efforts of researchers and campaigners, there remains today a steadfast tendency to reduce the history of African and Caribbean people in Britain to a simple story: it is one that begins in 1948 with the arrival of a single ship, the Empire Windrush, and continues mostly apart from a distinct British history, overlapping only on occasion amid grotesque injustice or pioneering protest. Yet, as acclaimed historian Hakim Adi demonstrates, from the very beginning, from the moment humans first stood on this rainy isle, there have been African and Caribbean men and women set at Britain's heart. Libyan legionaries patrolled Hadrian's Wall while Rome's first 'African Emperor' died in York. In Elizabethan England, 'Black Tudors' served in the land's most eminent households while intrepid African explorers helped Sir Francis Drake to circumnavigate the globe. And, as Britain became a major colonial and commercial power, it was African and Caribbean people who led the radical struggle for freedom - a struggle which raged throughout the twentieth century and continues today in Black Lives Matter campaigns. Charting a course through British history with an unobscured view of the actions of African and Caribbean people, Adi reveals how much our greatest collective achievements - universal suffrage, our victory over fascism, the forging of the NHS - owe to these men and women, and how, in understanding our history in these terms, we are more able to fully understand our present moment.
In recent decades, governing practices in education have become highly contradictory: deregulation and decentralisation are accompanied by re-regulation and increased centralisation, contributing to considerable governing tensions in and across different national systems and within the emergent European education policy space. On the one hand there is the persistence of performance monitoring through target-setting, indicators and benchmarks, and on the other, the promotion of self-evaluation and ‘light touch’ regulation that express a ‘softer’ governance turn, and promote self-regulation as the best basis for constant improvement. Drawing on research undertaken into three national systems, this edited volume explores the attempts to manage these tensions in Europe through the development of inspection as a governing practice. Inspectorates and inspectors offer key locations for the exploration of governing tensions, positioned as they are between the international, the national, and the local and institutional, and with responsibility for both regulation and development. All three national systems offer contrasting approaches to inspection, all of which have changed considerably in recent years. Governing by Inspection positions inspection in the framework of changing education policy and politics, and in a period of intensive policy development and exchange in Europe. It will be key reading for academics, researchers and postgraduate students in the fields of education, political science and social policy.
At a time when education is considered crucial to a country’s economic success, recent UK governments have insisted their reforms are the only way to make England’s system world class. Yet pupils are tested rather than educated, teachers bullied rather than trusted and parents cast as winners or losers in a gamble for school places. Education under siege considers the English education system as it is and as it might be. In a highly accessible style, Peter Mortimore, an author with wide experience of the education sector, both in the UK and abroad, identifies the current system’s strengths and weaknesses. He concludes that England has some of the best teachers in the world but one of the most muddled systems. Challenging the government’s view that there is no alternative, he proposes radical changes to help all schools become good schools. They include a system of schools receiving a fair balance of pupils who learn easily and those who do not, ensuring a more even spread of effective teachers, as well as banning league tables, outlawing selection, opening up faith schools and integrating private schools into the state system. In the final chapter, he asks readers who share his concerns to demand that the politicians alter course. The book will appeal to parents, education students and teachers, as well as everyone interested in the future education of our children.
