The document provides an overview of the United Kingdom's education system from nursery school through university. It describes the main stages of education including nursery school for ages 3-5, primary school for ages 5-11, secondary school for ages 11-16, the option of sixth form for ages 16-18, vocational training through apprenticeships or college, and university education. It also includes facts and figures about student enrollment numbers, pass rates, and qualifications at each stage of education.
This lecture introduces 1st year students to the Educational system in the USA. The topics are: Organization of the Education system, budget, decentralization, private vs public education, the education crisis...
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
This document consists of data related to curriculum of United Kingdom. Here is the Agenda of this document;
1. Introduction.
2. What is National Curriculum?
3. Establishment of National Curriculum.
4. The current national curriculum of UK.
5. Regulatory Framework for private Sector.
6. Summary of regulatory framework of UK.
This lecture introduces 1st year students to the Educational system in the USA. The topics are: Organization of the Education system, budget, decentralization, private vs public education, the education crisis...
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
This document consists of data related to curriculum of United Kingdom. Here is the Agenda of this document;
1. Introduction.
2. What is National Curriculum?
3. Establishment of National Curriculum.
4. The current national curriculum of UK.
5. Regulatory Framework for private Sector.
6. Summary of regulatory framework of UK.
Key stage 3: the wasted years? Key findings and recommendationsOfsted
A presentation summarising the Ofsted report: 'Key stage 3: the wasted years?' https://www.gov.uk/government/publications/key-stage-3-the-wasted-years
It includes key findings, recommendations and good practice case studies.
Exploring how technology caters to your students multiple intelligencesKelly Walsh
Instructional Uses of Technology and Gardner’s Multiple Intelligences Theory Work Hand-in-Hand
SlideShare based on article of same title, originally published on EmergingEdTech.com [URL: http://www.emergingedtech.com/2016/02/technology-caters-to-students-multiple-intelligences/]
Turkey Education System (by Sehit Sener Gundem Secondary School Comenius Mult...ilhan tr
Sehit Sener Gundem Secondary School Comenius Multilateral Project. Turkey Education System Presentation. Name of our project is 'Biodiversity Conservation The Only Path To Our Survival'
Panorama de la Educación 2012 - Resultados PrincipalesEduSkills OECD
A los tres años la mayoría (99%) de los niños en España ya están escolarizados mientras la media de los países de la OCDE es del 66%
El gasto en educación infantil es de 0.9% del PIB comparado con 0.5% en promedio en la OCDE. Aunque todavía por debajo de la media, el porcentaje de la población que tiene la educación secundaria acabada mejora entre generaciones. La finalización de la educación secundaria superior dentro de los tiempos estipulados es relativamente baja. Se compensa con estudios más prolongados
Key findings from the 2012 edition of Education at a Glance - United KingdomEduSkills OECD
Educational opportunities for people from poorly educated families are limited in most countries, but the UK does better than other countries in moving people up the social ladder.
Key findings from the 2012 edition of Education at a Glance - United StatesEduSkills OECD
The U.S. ranks 14th in the world in the percentage of 25-34 year-olds with higher education (42%)
Tertiary completion pays high dividends. Over the course of his working life, a tertiary-educated man in the U.S. can expect to earn almost USD 675 000 more than a man with no more than an upper secondary or postsecondary non-tertiary education – far more than in any other country.
The talent pool is growing…
And its distribution across countries is changing
A significant proportion of student have a higher level of education than their parents
Where do individuals from low educational backgrounds succeed?
Why Become an NVQ Assessor? How to become an NVQ Assessor The Pathway Group
Why Become an NVQ and Apprenticeship Assessor
Why Assessing is the career for the future?
How to become an NVQ Assessor
NVQ Assessor Training providers
NVQ QCF Assessor training providers and NVQ Assessor courses,
There is a national shortage of qualified Assessors across all subject areas and therefore the job market is very buoyant. There are positions in further education
colleges, Private Colleges, Universities, private training companies and recruitment companies.
Young people are also a high priority, with rising unemployment among people under 25, the present UK Government has pledged a increase in Apprenticeship places over the next 10 years.
Background:
In 2004, Lord Leitch was tasked with considering the UK’s long-term skills needs. His Final Report was published in December 2006 and concluded:”In the 21st century,
our natural resource is our people - and their potential is both untapped and vast. Skills will unlock that potential. The prize for our country will be enormous - higher productivity, the creation of wealth and social justice.’’
Wider context: In his Executive Summary, Lord Leitch explains the importance of developing the nation’s skills:
The global economy is changing rapidly with emerging economies such as India and China growing dramatically, altering UK competitiveness. The population is ageing,
technological change and global migration flows are increasing. There is a direct correlation between skills, productivity and employment. Unless the UK can build
on reforms to schools, colleges and universities and make its skills base one of its strengths, UK business will find it increasingly difficult to compete. As a result of low
skills, the UK risks increasing inequality, deprivation and child poverty, and risks a generation cut off from labour market opportunity. A compelling vision for the UK
The Review recommends that the UK becomes a world leader in skills by 2020. This means doubling the attainment at most levels. Stretching objectives for 2010 include: 95% of adults achieve the basic skills of functional literacy and numeracy - an increase from levels of 85% literacy and 79% literacy in 2005; exceeding 90% of adults qualified to at least Level 2 - an increase from 69% in 2005. A commitment to go further and achieve 95% as soon as possible; shifting the balance of intermediate skills from Level 2 to Level 3. Improving
the esteem, quantity and quality of intermediate skills. This means 1.9 million additional Level 3 attainments over the period and boosting the number of Apprentices to 500,000 a year; exceeding 40% of adults qualified to Level 4 and above, up from 29% in 2005, with a commitment to continue progression.
A career in assessing will help you to keep ahead and make sure that you are ready, with the right qualifications for the future.
Further education (FE) is any education after secondary education that’s not part of higher education (not taken as an undergraduate or graduate degree).
If you’re a bit bewildered by it all, you are not alone!
It can be difficult to understand how things fit together.
This guide is your starting point
Derby Teaching Schools Alliance: changes to school inspectionOfsted
A brief overview of the changes to school inspection by Emma Ing Senior HMI, Senior Operational Lead: presented to the Derby Teaching Schools Alliance in November 2015. http://dtsa.org.uk/
Ocwc2014 policies-bacsich final and refsPaul Bacsich
This presentation responds to the challenge of developing policies for OER uptake in the higher education sector of a given country, with particular reference to the smaller countries of the European Union (countries with no more than around 10 million people). It takes a case study approach, reviewing how the POERUP project (Policies for OER Uptake, part-funded by the Lifelong Learning Programme of the EU) is developing policies for three smaller countries: Ireland (an EU member state) and Wales and Scotland (two semi-autonomous regions of the United Kingdom, fully autonomous in educational terms). The inclusion of Wales and Scotland also throws light on the challenge of developing policies for federal countries where higher education is developed to the province/state level.
Factors that seem to be of particular relevance to smaller states include:
1. less money for extensive research and policy analysis
2. more influence of regional and isolated areas
3. easier decision-making, at least in theory
4. issues of lack of economies of scale, in particular if the national language is state-specific
5. greater interest in collaboration with some nearby states on educational issues
6. a smaller set of institutions, causing issues with generating or maintaining institutional diversity of mission unless the process is managed
7. potentially greater danger of dominance by private sector interests
8. potentially large edge effects of student flows from nearby states, potentially made worse if funding and regulatory regimes are attractive to incomers.
The analysis includes studying the interplay between the recommendations produced by international policy work relating to OER and the national policy context (which in some cases makes no mention of OER, in others makes considerable mention but not always correlated with or aware of international issues).
The starting point within POERUP is the document "Policy advice for universities" of which release 1 is currently available, but which is being updated in the light of comments and incoming data. This reviews recent international policy (e.g. COL, UNESCO); EU policies (including Bologna, Europe 2020, Recognition and validation of non-formal and informal learning, European higher education in the world, and most recently, Opening Up Education), relevant to OER and consolidated evidence from a variety of national contexts, to make a set of (currently) 18 recommendations designed not only to foster OER but also the changes in higher education that OER is foreseen as helping to foster - such as more flexible accreditation, encouragement of a wider community to take part in higher education, and a vision of higher education focussed more on competences and skills gained and less on duration of study. See Policies at EU-level for OER uptake in universities - http://www.scribd.com/doc/169430544/Policies-at-EU-level-for-OER-uptake-in-universities
Apprenticeship in England - United KingdomEduSkills OECD
England has launched a series of reforms that champion the institution of apprenticeship, and address some previous weaknesses. The reforms encourage more substantive apprenticeship programmes and a stronger funding framework. Despite these strengths, there is still some way to go to establish an apprenticeship system in England to match those of the strongest countries.
This report suggests several ways in which reforms might be adapted to achieve higher quality and better outcomes. An effective apprenticeship system involves various elements such as the development of the apprentice in the workplace by the employer and the broader education of young apprentices. The report argues that England should consider introducing regulations and standards to ensure that these elements are part of all apprenticeship programmes, and that the recently introduced apprenticeship levy supports high-quality training. In comparison to other countries, England has relatively few young apprentices. The report suggests England could facilitate transition from school to work by making better use of apprenticeships targeting school leavers.
2. Table of Contents
1.Overview of Education System
2.Nursery School & Facts and Figures
3.Primary School & Facts and Figures
4.Secondary School & Facts and Figures
5.Academies and Private Secondary Education & Facts
and Figures
6.Sixth Form and Facts and Figures
7.College
8.Apprenticeships
9.QCF and EFQ
10.University & Facts and Figures
11.Sources of Information
4. Nursery School
●Children between the ages of 3-5
years.
●Educational play/early education.
●FS1 (first year of foundation
education)
●Simple curriculum
●Fully funded by the government
●Provided by nursery schools,
childcare centres or playgroups within
primary schools.
●PVI (Private Voluntary or
Independent) sectors also run across
5. Nursery School-Facts
and Figures
●Nurseries are mainly funded privately,
hence the reason why they cost a lot of
money.
●Relevant qualifications are needed to be
part of a nursery staff e.g. Child
Development and Educational Wellbeing of
a Child.
●Some NVQs are also necessary.
●Nursery staff have an excellent pay ranging
from £100-£150 per day!
6. Primary School
●First stage of compulsory education.
●Funded by a church/government.
●Infant school/ KS1-4-7 yrs
●Junior school/KS2-7-11 yrs; Reception-
Year 6).
●Preparatory/private primary schools: up to
13 yr olds
●SATs (yrs 2 and 6). Subjects: Numeracy,
Science, Mental Maths, Reading Comp.
and Writing.
●Wales and Northern Ireland have
boycotted the tests.
7. Primary School-Facts
and Figures
●Total number of full-time regular qualified
staff (January 2010):166.8 thousand.
●January 2011-Proportion of pupils in state-
funded primary school increased.
●Average size of a class taught by one
teacher increased (25 to 30+).
●The total workforce of primary schools
increased from 380,000 to 390.6 thousand.
●Overall enrolment increased from 83% to
89%.
8. Secondary School
●Final stage of compulsory education.
●Usual age: 10 to 16 years.
●Key stage 3: years 7-9 and key stage 4:
year 10-11.
●Years 10-11- students undertake their
GCSEs (general certificate of secondary
education).
●GCSEs: students required to choose 3
options alongside the compulsory subjects.
●Determine whether a student can undertake
further education.
●More than 1 in 5 student received A or A*s
9. Secondary School-Facts
and Figures
●January 2011-1.1 million pupils with
special needs attending secondary
school (head count).
●Jan 2011-53% pupils achieved 5
GCSEs A*-C.
●213.6 thousand staff members in
total.
●3127 maintained secondary schools
(England).
●3,055,460 pupils in total attending
secondary school in England.
10. Academies and Private
Secondary Education
●Ofsted-carries out reports of educating
institutes.
●Overall grading (outstanding, good,
satisfactory or inadequate).
●2011 grading: 10% -outstanding, 44% -
good, 39% -satisfactory and 6% -
inadequate.
●Outstanding secondary schools can
become academies-majority of
decisions made independently.
●1700 schools could become academies
11. Academies-Facts
and Figures
●83 academies open in the UK.
●50 more due in September
(definitely). More outstanding
secondary schools could
become academies though.
●18.2 million students in
academies in the UK.
●301.2 qualified members of
staff.
12. Sixth Form
●Final 2 (optional) years of secondary
school.
●16-18 year old students.
●Lower sixth form-Year 12
●Upper/senior sixth form-Year 13.
●A-Level-Year 12, A2/AS-Year 13.
●Not compulsory
●Entrance to a university-3 A2 levels and
1 AS level
●4-5 subjects max.
●More than 90% students in the UK
currently attend sixth form.
13. Sixth Form-Facts
and Figures
●Over 90 sixth forms in operation in
England.
●60 pupils (on average in 1 sixth
form).
●Statistics show that girls
outperform boys in their A-Levels.
●97.6%-Pass rate for A-Levels.
●94.6%-Pass rate for A2.
●101,000 teachers in Sixth Form in
England.
14. College
●Can either be a secondary school, offer
vocational education or a tertiary
educational system.
●Could refer to a training institute which
awards trade qualifications.
●FE college (further education college):
provides ‘adult’ education e.g. vocational
courses.
●Sometimes offer A-Levels (mainly within a
sixth form).
15. Apprenticeships
●Training vocationally. Involves
working for an employer-helps
apprentices learn their trade.
●Theoretical education
involved through vocational
school.
●Separately certified elements:
the Technical Certificate
(knowledge based), NVQ
(national vocational
qualification) competence
based, Key/Core skills and
ERR (employment rights and
responsibilities).
16. Apprenticeships-
Facts and Figures
●Business, Admin & Law:most
popular job sectors-76,000
people
●50.4% males & 49.6% females
●Dec 2010-170,000 people
completed an apprenticeship
●National Minimum Wage-£2.50
(employers pay more e.g. £150
per week).
●1/5 employers employing
apprentices
17. EQF
●European Qualifications Framework.
●Links European Countries’ qualifications
systems together.
●Makes it easier to cross reference
qualifications between countries.
●Makes it easier to compare levels of
qualifications for employers.
●Replaces existing national qualification
systems e.g. NVQs.
●Individual qualifications: not referenced-
countries’ qualification system:
referenced.
18. QCF
●QCF-Qualifications and Credit framework
●New framework for creating and
accrediting qualifications.
●Easier to understand and use, more
relevant to employers’ and learners’
needs.
●Simpler than NVQs-replacing NVQs.
●More accessible to a wider range of
learners.
●National Co-ordination Point (NCP)-
established in England and Wales to
reference the QCF to the EQF.
19. University
●Institution of higher/tertiary education or
research.
●Variety of academic degrees.
●Undergraduate and postgraduate
degrees (bachelor and master).
●Annual fees has increased (£9000+
max.)
●One degree at a time
●Different types of universities e.g
collegiate, single based etc.
●21,000 students attend Oxford (world
famous university).
20. University-Facts and Figures
●115 universities in the UK (89 in England).
●Professors starting salary-£31,000 PA
●HEFCE (Higher Education Funding Council
for England) funds tertiary education.
●Research universities award 50+ doctoral
degrees PA.
●1.8 million full-time undergraduate students
(including international students).
●Overall, 2,400,000 students in the UK
(545,000 post-graduates approx.)
●Thousands of students from over 200
different countries.
●22,405 UK students studying abroad.
22. Source of Statistics
and InformationNational Statistics website:
http://www.statistics.gov.uk/hub/index.html
(Under the ‘children, education & skills’ link)
Google Search:
http://google.co.uk/
Interesting facts about apprenticeships:
http://www.notgoingtouni.co.uk/news/view/289
Wikipedia:
http://www.wikipedia.org.uk/
QCF and EQF information (PDF file):
www.qcda.gov.uk/docs/QCF_EQF.pdf
Information on University students and Universities:
23. Contact Details
Address: Embrace Co-operation Ltd.
Shakespeare Business Centre
245a Coldharbour Lane
SW9 8RR. London UK
Tel: +044(0)-207 274 9450
Web: www.myembrace.org
E-Mail: info.hq@myembrace.org