Unit 205 Teaching

Unit 205 Teaching
unit 205Outcome 1 Know the different types of schools in the education system 1.1 There are two types of schools: Independent schools which rely on
fees, have their own entrance exams and follow their own curriculum. Types of Independent Schools: Preparatory School All–Through School Public
School Independent Grammar School State schools are run by the government, receive funding and have a set curriculum: Types of State Schools:
Grammar Academies Community Trust Free Specialist Voluntary 1.2 Independent schools rely on fees and money from investments they don't receive
government funding. They will have an entrance exam and they also devise their own curriculum framework. Independent schools have... Show more
content on Helpwriting.net ...
Safeguarding is in place to prevent abuse of children. c) Teaching and learning policy such as inclusive practice are there to help teachers and learners
achieve better results by using anti– discriminatory practice. Outcome 6 Know about the wider context in which schools operate 6.1 National
governments role and responsibility regarding policies and practice is to set an initial standard nationwide with laws and acts, such as health and
safety. The local government's responsibility in relation to policies and practice is to identify the needs of the local community education system and
ensure that the schools are working to identify and help support the community in a safe and positive manner. 6.2 The roles of schools in relation to
national policies is to ensure that the environment in which children and young people are to learn is safe inclusive, promotes positive behaviour and
relationships and provides opportunities for children to reach their potential. 6.3 Youth offending team would initially help a child or a young person
and their family in order to correct issues a child may have that leads them to consistently break the law. The team may also liaise with other agencies
such as schools, social workers and attendance officers. The idea of multi–agency working is to support all aspects of a child's development and
therefore the aim of the collective
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Unit 302
Level 3 Diploma in Specialist Support for Teaching and Learning in Schools
Assignment – Unit 302 Schools as organisations (also includes unit 306 1.1, unit 333 1.1)
Summarise entitlement and provision for early years' education (Refer to Childcare Act 2006 and Every Child matters) (1.1)
As part of the Childcare Act 2006 and every child matters, all 3 and 4 year old children in England are able to receive free, part time early years
education, up to 15 hours per week, for a school year of 38 weeks per year. Early year's education follows the Early Years Foundation Stage guidance
which was simplified in September 2012 and the Government funds local ... Show more content on Helpwriting.net ...
The governing Body |
|Voluntary schools |contributes to building and maintenance costs. |
| |Voluntary Controlled schools are run by the Local Authority. The land and buildings are owned by a charity, again usually a |
| |religious charity, who also appoints some Governing Body members. |
| |State secondary schools that have local centres of excellence in their chosen specialism, of which there are 10: Arts, Business and |
|Maintained: |Enterprise, Engineering, Humanities, Languages, Maths and Computing, Music, Science, Technology and Sports. |
|Specialist schools |Specialist schools are permitted to select up to 10% of their pupils intake on the basis of their 'aptitude' for the schools |
| |specialist subject, under the Schools Standards and Framework Act 1998. |
| |Funded by fees paid by parents and income from investments. Governing body responsible for running the school. There are around |
|Independent schools |2,300 independent schools in England, of which just over half have charitable status. They set up their own curriculum

Out Of Home Care Case Study
Issue To provide strategies and policy options to keep children and young people in out–of–home–care in education with a relatively satisfied
performance, and to help the government in training and supporting for foster carers as they play a significant role in the academic performance and
development of the children and young persons under their care.
Background The poor performance in educational outcomes for children in out–of–home care (OOHC) has been an internationally recognized concern
for decades (Townsend, 2012). For those students in OOHC, it is extremely hard to learn and achieve satisfactory educational outcomes (Berridge,
2012). Queensland research shows that the performance of other Queensland students on the National ... Show more content on Helpwriting.net ...
Stakeholder Analysis and Current Situation The Australian government is one of the key stakeholders and/orpolicy actors in the making of educational
policies for children in care and foster carers. Children in care are usually considered as being in the care of the state, where their safety and welfare
are protected by the government (Townsend, 2012). The NSW Government plan pointed out a shared approach to child wellbeing stating that each
preschool and school aged children and youth has their personal education plan within 30 days of entering OOHC, and the plan will be inspected and
reviewed annually by the Department of Education and the specific case worker (NSW Department of Education, 2017). The 30 days education plan
demonstrates the current intervention to provide youth with adequate education in response to OOHC placement. Current policy acknowledges the
need for foster parents/caretakers to work interdependently with social services (Townsend, 2012). It is important for policymakers to understand and
empathies with the struggles and needs of children in care because evidently they face the brunt of the situation. Foster carers are evidently

Nvq 3 Unit 302
Unit 302. 1.1 Summarise entitlement and provision for early years. In 2006 all 3/4 year olds were entitled to up to 12.5 hours a week during term time
free early years education. This was increased to 15 hours a week in September 2011. There are free pre–schools which are run by the local authorities
that children can attend for 3 hours a day once they have turned 3 or if children are already in a day nursery then they will have 15 hours a week
deducted off their bill the term after the child turns 3. The day nursery has to follow the strict guidelines set out by Every Child Matters and Early
Years Foundation Stage curriculum as do the local authority pre–schools. The main aim for the early years settings is for children to learn... Show more
They will make changes to school policies that they see necessary and they will update parents via letter or email of any relevant changes. B) Senior
management team The senior management team is usually made up of the Head teacher, Deputy head, Head of year/Head of upper/lower school.
These teachers will meet regularly to discuss any issues with students/curriculum that they have encountered. They can advise how they may have
adapted lesson that had a positive outcome. C) Other statutory Roles These roles are made up of the SENCO and the Foundation Stage Management.
SENCO Special Educational Needs Co–ordinator. These look into what support and resources children and young people with special educational
needs need whilst at the school. They will meet with various outside school practitioners like speech and language therapists and physiotherapists. They
also keep the parents informed of everything that is being done for their child and get any consent for any treatment/therapist/outing the child may
need. They also set out Provision maps (formally known as IEPs – Individual Educations Plans) with help from the class teacher and if available one to
one TA. The Provision plan sets out what intervention group/individual activity the child will be involved in for the coming term and what the
outcome of doing this should be. The child will also be asked to sign

Regulatory Roles In The Education Sector
4.3Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including:
a.Cross Reference to Health and Safety unit 1.3/1.4 and
b.School specific regulatory bodies –
In England the school specific regulatory bodies is the Office for Standard in Education (OFSTED), it is responsible for carrying out inspections of
schools, colleges and children's homes by ensuring that the excellence or quality of the service provided is satisfactory and adequate for all the
individual child and young adult.
As part of the inspection, they will gather information and evidence based on the practice, they observe as well as the learning from the people after
using the service. As per the evidence and other information, then use this i.e. gathered information to make a professional judgement on the services
offered and it will then be published in an Ofsted report.
The Ofsted report contains the information related to the quality of provision in the aspects of education, childcare, social care, as well as learning
and skills and the subjects to the National Curriculum. The Ofsted will also act as a supervisory body in checking that the premises, people and the
services that are being provided is suitable to take care , educating the children and potentially at risk young people. If the childcare or a child's social
care provider does not meet the suitable or required standards then Ofsted will need them to

Analysing Problems with the Implementation of Inclusive...
1
Analysing problems with the implementation of inclusive education policies in India using Multiple Governance Framework
DRAFT
Monika Nangia
EGPA Conference, 7–10 September, 2010, Toulouse
France
EGPA Permanent Study group XIII on Public Policy
Analyzing implementation in the age of governance
2
Analysing problems with the implementation of inclusive education policies in India using Multiple Governance Framework
Monika Nangia
Abstract
Reflecting its deep commitment to universalizing access to and completion of elementary education of satisfactory quality by 2010, the Government of
India (GOI) launched the Sarva Shiksha Abhiyan (SSA), the National Program for Universal Elementary Education (UEE) The program provided a
comprehensive policy ... Show more content on Helpwriting.net ...
Using the MGF to analyse the inclusive education policies, this paper identifies that the actors involved in designing those policies at various levels are
situated not just hierarchically but also laterally, in distinct organisational settings. A traditional 'stages' analysis is likely to entail assumptions that the
policies to be identified are in the least clear, credible and
2 Hill, M. and Hupe, P. (2006) 'Analysing policy process as multiple governance: accountability in social policy' in Policy and Politics, vol. 34, no. 3,
pp 557–73.
3 Ostrom, E. (2007) 'Institutional rational choice: an assessment of the institutional analysis and development framework' in Sabatier (ed.) Theories of
Policy Process. Boulder CO: Westview Press. pp.3–17.
4
consistent with strong political leadership and clear lines of accountability.4 It will assume that there exist governance mechanisms facilitating the
decentralisation processes and adequate legal and financial support to the proposed policy reforms. The MGF approach alternatively raises empirical
questions about the extent to which these exist and the forms they take. For instance, it allows us to explore the level of engagement between the
political–administrative institutions responsible for establishing the institutional framework and the contextual relations determining the

The Legislation Of Teacher Rotation Policy
Quality
An intensive debate over the quantitative or qualitative aspects in education has been sparked in policy planning. However, there is a new consensus
among policy makers that the achievement of quantity in education will ultimately rely on the quality of education available (UNESCO, 2004). The
importance of good quality is emphasised in the Dakar Framework for Action: Education for All (EFA). Goal 2 lists the provision of "compulsory
primary education of good quality" as a collective commitment, while Goal 6 commits nations to improve "all aspects of the quality of education and
ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life
skills" (UNESCO, 2000, p.15–17). The legislation of teacher rotation policy in China is a national campaign towards EFA goals with particular
attention to quality improvement in education.
Quality is positioned as a strategic objective in the national policy document. It is internationally recognised that teacher professionalism plays a
central role in education quality (Avalos & Barrett, 2011). Policy makers and researchers come to agree that among all theschool–based practitioners,
teachers have the greatest influence on student achievement (Santiago, 2002; Schacter & Thum, 2004). UNESCO (2004) also lists "processes
(competent teachers using active pedagogies)" as one of the indicators of good quality education (p.29). Analogously,

TDA 3.2 schools and organisation Essay examples
1.1 Summarise entitlement and provision for early year's education?
Every child matters agenda and the childcare act 2006, it become an entitlement of all 3–4 year olds in England to receive a free part time early years
education of up to 12.5 hours per week for 38 weeks of the year. Early year's provision in school is about supporting very young children it is distinct
from key stage 1 in each country within the UK and is best on the concept of learning through play rather than more formal education Play has been
show to be an important part for children learning. In Scotland the curriculum is focused around the document curriculum for excellent. This document
concerns the curriculum for 3–4 years ... Show more content on Helpwriting.net ...
They will be made up of a variety of people who will have links with the school and local community. There should be at least one parent governor
and at least one staff governor, in addition to the head teacher. There may also be a support staff governor. In addition there will be a local authority
governor, appointed by the local authority (LA) and local community governor who will usually work or live in the community served by the school.
Governors will work closely with the head teacher and senior management team, although you may not see them around the school often during the
school day. Governors will be based on different committees which are responsible for various areas of school management – for example the school
site personnel issues or community cohesion. They will meet in these committees and then report back to the full governing body. Their main duties are:
To set aims and objectives for the

Policy Priority Issue : The Childhood Obesity Essay
Policy priority issue: The childhood obesity
Childhood obesity is one of the major public health challenges of the 21st century. The prevalence of obesity is increasing globally. In 2013, the
number of overweight children under the age of five was estimated over 42 million. Childhood obesity can cause premature death and disability in
adulthood. Overweight and obese children will grow up to become obese adults and are more likely to develop diseases like cardiovascular diseases
and diabetes at a younger age. Many factors can contribute overweight and obesity in children, however a global shift in dietary habits and lack of
physical activity play a crucial role. Overweight and obesity are preventable. Unlike adults, children cannot select the environment they live or the food
they eat, they are unware about the long term health consequences of their behavior. Therefore, it is important to have strict policies for the prevention
of obesity epidemic. School play an important role in fighting against the epidemic of childhood obesity (World Health Organization, 2016). Even after
the legislature has enacted laws to support school nutrition and physical education, many states including, Texas has not yet adopted these policies. It is
important to have these policies in practice to prevent childhood obesity (National Conference of State Legislatures, 2014). Government play an
important role in making sustainable changes in public health. For that reason, the author is intended to

Essay On Superintendent
REVIEW OF THE LITERATURE
Introduction
Preparing teachers, principals and superintendents has been the responsibility of schools of education across the United States. Once they have
completed their preparation these educators must tackle the challenge of educating America's youth. Education is still a major factor in the social,
psychological, and financial development of one individual; it determines the difference between a life fully lived and a life only dreamed of while
opportunity passes by. The role of the superintendent today serves many roles; the main function of the position is leadership. The superintendent as
the top executive of a given school district, including a group of schools affiliated with the public school system. A direct connection exists between the
superintendent and the school board that he or she serves. A superintendent reports to the local school board, typically a group of elected officials set to
manage and organize the schools in that particular geographical area. The main responsibility of the superintendent is to make sure that the schools
under his or her jurisdiction stay within budgetary constraints and provide an effective learning community for all children within his or her district.
Under the directive of the school board the superintendent implements directives, manages the hiring of teaching staff, and oversees disciplinary
actions that deal with the student body as a whole. With the school board the superintendent maps out the

Tda 2.5: Schools as Organisations Essay
1.1.Identify the main types of state and independent schools.
Primary schools
Secondary schools
Academies
Nurseries
Colleges
Grammar schools
Free schools
Faith schools
Foundation schools
Private schools
Private nurseries
Special needs schools
1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance.
Primary schools – Funded by the Government and cover key stages 1 & 2.
Secondary schools – Funded by the Government and cover key stages 3 & 4. Academies – State maintained but independently run and cover ... Show
more content on Helpwriting.net ...
Teaching Assistants support classroom management and assist with general administration. They help manage pupil behaviour and support pupils'
health, safety and emotional/social development. Teaching assistants establish relationships with learners and help pupils to access the curriculum.
They support the development and effectiveness of work teams, work with other professionals and liaise effectively with parents.
2.2 Describe the roles of externals professionals who may work with a school e.g. educational psychologist.
Educational psychologist Educational psychologists apply knowledge and understanding to help parents, teachers and other adults working with young
children. Each school has a link educational psychologist who visits regularly.
Educational psychologists work with children who have a range of difficulties. Their roles consist of them;–

Meeting people who know the child best (parents/carers and practitioners)
Assessing the child at home and in the setting/school
Reviewing the child's progress over time
Liaising with other agencies after consultation with parents/carers
Considering what specialist help would be beneficial to the child and discuss options with parents/carers
Helping to plan arrangements for the child going to

Responsibilities And Responsibilities Of The Staff
Schools are required to have policies and procedures which will maintain a structure and provide a consistent learning environment, these policies
will relate to legal requirements within the school. To give guidance on the procedures and how to implement them. To have clear policies and
procedures this allows the staffs, parents, governors involved in running the school are able to work from set guidelines. All schools will have
policies and procedures which staff will need to be familiar with they may vary from school to school and the titles may vary they will still outline
the purpose, aims and the responsibilities of the staff. Question: Question 12 Answer: Staff will need to refer to implementing your schools
approach to pay 2015 when thinking about a pay rise this outlines what they are required to achieve and the scope for it, like all policies there will
be a review date. A pay rise may be linked to performance or inspections and even professional development. Also for staff they would need to have
understanding of the grievance policy as they may have a grievance relating to their employment. The process for a grievance would need to be raised
to your line manager and verbally although it may be requested in writing. Staff may need to familiarise themselves with the discipline procedure and
performance management. For pupil welfare there are many policies and procedures they are safeguarding policy, health and safety policy, behaviour
management policy,

The Pros And Cons Of British Education Policies
Trowler (2003) describes education policy as a 'design' to follow the principles and procedures relating to education issues, the specifications of
which is to bring about the desired goals. However, Ball (1990) defines educational policy as not only a direct response, but also a respond to the
formation of complex and diverse elements. Many policies begin at the macro level, with large organisations such as The World Bank, UNESCO and
the United Nations. The policy then streams down to a national level, which then filters further down into regional and local levels. Bell and
Stevensons (xxxx) point out that most educational policies start with the central government, which then transfers onto local councils and schools. This
then has a considerable ... Show more content on Helpwriting.net ...
Throughout history, there have been many attempts to reform the education system in this country. All of these reforms have different policies, which a
different government brings in every time and it is elected into power. They bring their own political agendas to alter the education system. Despite all
the previous policies, there are some that have their advantages and disadvantages but the major shift happened in between 1980– 1990 (Ball, 1990).
Britain's education system became 'increasingly politicised' during this time. Ball (1990:3) describes this period as 'Thatcherism'. Margaret Thatcher's
Conservative government brought a lot of changes in the education system, including parents' choice in selecting schools for their children, the national
curriculum, national assessment and school self–sufficiency. The main reason for introducing the national curriculum was due to the failing teachers
and this lead to a 'failing country' (Trowler, 1993:100). Whitty (2016:27) describes Margaret Thatcher's Conservative government restructure as "a
marketising approach to the reform of the school system". Similaly, Machin (CEE DP 57) refers to this as being 'market mechanisms'. These reforms
were designed to improve pupil's achievement and the achievement rate did improve. However, this raised concerns about increased inequality in our
school systems. Different policies have different implications, as mentioned above. The Conservative government's policy between the years 1980 to
1990 had achieved its target, but its implications left a huge gap of inequality in our school system. Trowler (1993: 152) discusses the current century
education policies which have to solve five major issues. These are: 'improving education provision, social deprivation, improve the teaching
profession, improve educational management and to create a learning

Essay On National Defense Education Act
National Defense Education Act
National Defense Education Act (NDEA), U.S. federal legislation passed by Congress and signed into law by President Dwight D. Eisenhower on
September 2, 1958, that provided funding to improve American schools and to promote postsecondary education. The main goal of the legislation was
to enable the country's educational system to meet the demands posed by national security needs. Of particular concern was bolstering the United
States' ability to compete with the Soviet Union in the areas of science and technology.
On October 4, 1957 the Soviet Union shocked the people of the United States by successfully launching the first Earth orbiting satellite, Sputnik.
America's first satellite ... Show more content on Helpwriting.net ...
The criticism of the American education system, especially its public schools, increased immensely with the launching of Sputnik 1, the world's first
artificial satellite, by the Soviet Union in October 1957. Eisenhower, in his Message to Congress on January 27, 1958, called for aligning educational
programs with national defense needs and recommended the federal government play an important part in this activity. The NDEA was the result of
the enlarged federal role in education (britannica).
On the day Sputnik first orbited the earth, the chief clerk of the Senate's Education and Labor Committee, Stewart McClure, sent a memo to his
chairman, Alabama Democrat Lister Hill, reminding him that during the last three Congresses the Senate had passed legislation for federal funding of
education, but that all of those bills had died in the House. Perhaps if they re–designated the education bill to a defense bill, it might pass. Senator Hill,
a former Democratic whip and a savvy legislative tactician, seized upon on the idea, which led to the National Defense Education Act (Senate.gov).
The Act
The purpose of the NDEA was to improve and strengthen all levels of the American school system and to encourage students to continue their

Tda 3.2 Schools as Organisations Essay
Assessment task – TDA 3.2 Schools as organisations Task 1 links to learning outcomes 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2,
3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1 and 6.3. Knowing how schools work as organisations would support your work in education. Provide evidence
that shows you can: a) Summarise entitlement and provision for Early years education There are different types of childcare options available for 0–5
year olds, these include: Sure Start Children's Centre: Working with parent's right from the birth of their child, providing early years education for
children, full day care, short–term care, health and family support, parenting advice as well as training and... Show more content on Helpwriting.net ...
Voluntary–controlled schools are funded and run by the Local Authority, like above the school, Employs the school's staff, and Sets the admissions
criteria. The school land and building is owned by a charity, this will often be a religious organisation, which also appoints some of the members of
governing body. The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of
activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.
Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special Educational Needs.
Independent schools sets out their own curriculum and admission policies as the Head Teacher and the governors decide on the admissions policy
these schools are funded by parents and also from income from investments, half of them have charitable status. All the independent school must be
registered with the Department for Education. Academies schools are set up by sponsors from businesses and are independently managed schools
which jointly fund the land and buildings, they do still have very close links with the Local Education Authority, and the government does still cover
the running costs. A free school is a school in England funded by the taxpayer, academically non–selective and

Public Health Model Analysis
In the public health model, there is three core functions: assessment, policy development and assurance. The federal, state and/or local entities work to
achieve these three core functions in every task they take under. (Burt, 2005) Each level has certain responsibilities and roles that distinguish it from
the other two levels. However, one must keep in mind that even though the responsibilities may be divided, it is a collaborative effort of all three
levels that make the plans work and achieve optimum oral health status as a nation. (Salinsky, 2010) At the federal level, the responsibilities can be
divided into two categories: direct and indirect care. With direct care, there is usually clinical care provided to various types of groups. ... Show more
However, one must not forget that it is the collaborative effort of both levels that helps to assure that all ten of the public health services are met
for every community. One perfect example of this is Medicaid. The state is responsible for administering Medicaid to those who qualify for it.
However, the funding for it is coming from everyone's tax dollars at the national level. The national level is involved in the administrative part of this
program; it directly helps to fund Medicaid. The state level administer programs under the Medicaid title whether these be working with dentist who
accept Medicaid or developing policies such as who will be eligible for Medicaid. (Medicaid,

Drug Policy Essay
The President's Drug Policy
Introduction
The following is a summary of the President's policy emphasizing on the President's stated objectives. Stopping drug use before it starts, providing drug
treatment, and attacking the economic basis of the drug trade are the main positions the President stressed. The President's policy was analyzed by the
important tasks played by law enforcement, schools and the community. The apprehension of major drug organizations will be explained how they
attribute to the policy. The effectiveness of the President'sdrug policy will also be evaluated.
The United States government projected $25 million to support schools in school–based drug ... Show more content on Helpwriting.net ...
The President also increased law enforcement budget. Efforts will increase to disrupt major drug trade organizations. DEA's task will also include
trafficking organizations on a consolidated target list given by the Attorney General.
Manpower for the Organized Crime Drug Enforcement Task Forces will increase to put a balance between investigative and prosecutorial positions.
More and more staff will be hired to eventually have a ratio of one Assistant U.S. Attorney for every 4.5 investigative agents. Included in this expansion
is the OCDETF Fusion Center. Sixty positions will be provided to analyze drug trafficking and related financial investigative information. This
improvement will result in the fusion center being nationwide.
Another enhancement is funds for the Internal Revenue Service. The IRS's uses its resources to identify, disrupt, and dismantle the financial
communications of drug trafficking organizations. Aircraft hours will also increase from 200 to 600 per month to provide radar coverage in terrain
where vehicles are limited to surveillance.
Law Enforcement including, DEA, FBI, U.S. Customs and Border

Circular 02/05
Circular 02/05 aimed towards truly inclusive schools. It set out the categories for low incidence disabilities and the level of Resource teaching
available. It provided a background and details of General Allocation Model and outlined the Staged Approach.
Circular 0007/12 combined (GAM) and (EAL), separated Resource from Learning Support and recommended that Resource teachers be based in
schools with 15 hrs resource teaching hrs.
The NCSE (3013) recommends that every child with SEN is protected from enrolment practices that block his/her access to a school, may enrol in the
nearest school to meet his/her needs. A school must enrol a student with SEN if directed by the SENO on the basis that the school will be provided
with resources in line

Annotated Bibliography On Suicide
American Foundation for Suicide Prevention. (2016). A model school policy on suicide prevention: Model language, commentary, and resources.
Retrieved from: https://afsp.org/wp–content/uploads/2016/01/Model–Policy_FINAL.pdf Combining evidence based practices, national research and
policy revision, this report identifies the role of school personnel in suicide response by providing model policies, tools, and comprehensive education
on risk factors and warning signs.
American Foundation for Suicide Prevention. (2017). State laws: Suicide prevention in schools (K–12). Retrieved from https://afsp.org/wp–content
/uploads/2016/04/Suicide–Prevention–in–Schools–Issue–Brief–1.pdf
This document explains methods of suicide prevention, intervention and ... Show more content on Helpwriting.net ...
Additional resources and interventions for school personnel are discussed.
Substance Abuse and Mental Health Services Administration. (2012). Preventing suicide: A toolkit for high schools. Rockville, MD: Center for
Mental Health Services. Retrieved from https://store.samhsa.gov/shin/content//SMA12–4669/SMA12–4669.pdf As the potential need for legislative
change and systemic action is researched during this project, this source will provide me with data, protocols, and evidence based curriculum to
address the topic of suicide in schools. SAMHSA is a leading research organization in the field of public health and this resource will provide multiple
leads to additional important data sources.
Trust for America's Health. (2018). Pain in the nation update: Deaths from alcohol, drugs and suicide reach the highest level ever recorded. Retrieved
from

What Are The Effects Of Bullying On Learning Social And...
Empowering students to reach their full potential physically, intellectually and socially are essential to an individual's wellbeing. The school's milieu
needs to be a safe and respected space for this potential to reach its peak. A factor that contrasts with this ideology for schools and communities to be a
safe place for students to gain a deep understanding of this world is the engagement in bullying practiced by students and even staff members.
Preventing behaviours associated with bullying is very important due to the detrimental effects it has on students learning, social and emotional
wellbeing and mental health status and therefore school, state and national policy has been enforced to clearly communicate that bullying is not
tolerated. Although schools require to provide policy for students to have a safe learning environment, the autonomy and inconsistency of policies
within schools has generated a lack coverage in important areas such as the lack of a specific expectation, ... Show more content on Helpwriting.net ...
According to research, bullying and the fear associated with it has caused "a third of students who had been seriously bullied...having serious
difficulties in concentrating and paying attention in class" . Results collected in Skrzypiec (2008) also suggest that students who were seriously bullied
had a lower motivation for academic achievements, "which in turn could result in poorer academic performance". These findings are alarming and
breaches the national policy in which all Australian schools are meant to be a "safe, supportive and respectful teaching and learning communities that
promote student wellbeing." Because of this breach of student rights the anti–bullying policies have been orchestrated in all schools and is essential
and elementary for preventing further problems which could escalate in detrimental effect on mental

Foreign Policy Is A Historical Phenomenon
Foreign policy is a historical phenomenon, playing an integral role in international relations theory; it is defined as how a state should interact with
other states, as well as non–state agents, in order to achieve a goal. Foreign policy can be distinguished from general policy through three
preconditions: the ontic precondition, institutional precondition and finally, the public precondition. Walker's Inside/ Outside argues that in the period
from the fifteenth and seventeenth century, there emerged an ontic differentiation between the inside of thestate, which is dominated by the rule of law,
and the outside of the state, which is anarchic, with states competing for their national interests. This is followed by the institutional precondition, with
Richelieu's bureaucratisation of the French state in 1624 and the emergence of the public sphere in eighteenth century England and France. By the late
eighteenth century, Europe had established its first foreign ministries, with these spreading eastwards in the 1800s; as such, a divide between the
Westphalian state, the 'inside', and the separate realm of the 'outside' world was established. Finally, the public precondition necessitates a need for
secrecy, where the monarch sought to curb the power of civil society and the media by materialising the divide between foreign and domestic issues.
However, a contested aspect of foreign policy is how the decision–making process takes place, with realists arguing that foreign policy

Teacher Perceptions
Teacher Perceptions of the Local Implementation of the District Transformation Programme in Malaysia
Aida Hanim A. Hamid & Azlin Norhaini Mansor
Department of Leadership and Educational Policy
Faculty of Education
National University of Malaysia
Corresponding author email: aidahanim@ukm.edu.my
Abstract
Transforming schools for improvement has now become a global priority for many governments around the globe and this has inspired many education
systems to improve the quality of schoolings in order to increase the students' academic performance. This study examines the teacher perspectives on
the implementation of the newly introduced districtwide improvement policy known as District Transformation Programme in two primary schools in ...
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In late 2012, a major policy document, Preliminary Report Malaysia Education BluePrint 2013–2025 [1] was launched which also marks the beginning
of education reform in Malaysia for quality education. Following this, the District Transformation Programme (DTP) policy was introduced to provide
supports for every school especially the sinking schools. Interventions are designed to cater the needs of individual schools. The DTP aims to improve
the students achievement by improving five elements of schoolings: students attendance, students discipline, teachers attendance, teachers quality and
school leadership. An emphasis is given to every District Office in the country to carry the responsibilities in supporting the schools. This is because of
their close proximity relations to the schools.
In the context of education planning, Malaysia is a highly centralized, top–down system in which the Education Planning and Research Division
(EPRD) serves as secretariat.[2,3]. This is followed by the Minister of Education, who chairs the Education Planning Committee and gives final
approval to every national education policy.[2]. Within this highly centralized education system, teachers in Malaysia, are experiencing greater
challenges due to demands from the stakeholders and their positions as the final receiver in the policy chain. Different layers of organizations in a

Legal Influences on the State Board of Education
Describe the powers and authority of the state board of education and local school boards and what responsibilities they have for the administration and
operation of schools. The state board of education governs the way that education is directed within the state. They create policies covering a variety of
legal issues such as health and safety, minimum requirements for teacher licensure, graduation requirements, rights of students with disabilities, and
student disciplinary practices. The state school boards has six legal powers including, certification standards for teachers and administrators, high
school graduation requirements, state testing programs, accreditation standards for school districts, and teacher and administrator... Show more content
on Helpwriting.net ...
Therefore, establishing local and state control over education policies, and confining the federal government to an indirect role because of its power to
spend for the general will. Next, is the 14th amendment, which protects due process and equal protection; therefore safeguarding race, ethnicity,
national origin and sex, against discrimination within schools'. Then the 1st amendment, which preserves freedom of religion, speech and assembly;
which allows students and teachers, the right to freely express themselves, and ensure that there is no prejudice against individuals because of these
free expressions. Subsequently, there are the 4th and 8th amendments, which protect against illegal search and seizure and cruel and unusual
punishment; guarantees that students are protected against invasive and unnecessary searches, and cannot be punished through corporal punishment
without due process. With regards to classroom rules, teachers have a duty to protect students' constitutional rights and ensure that they are designing
rules and procedures that do not restrict or deny students these rights. As agents of the state, teachers have a duty to follow all federal, state, and local
laws while exercising their duties as educators. However, teachers can design classroom rules that ensure that there is no disruption of school
operations, or interference with the rights of other students, and safeguards against behavior that is in a lewd fashion

Schools as Organisations
Schools as organisations
Introduction
This unit aims to prepare the learner for working in a school. It covers key aspects of schools as organisations. This includes the structure of the
education system, the roles and responsibilities of key members of the school team and the purpose of school ethos, mission statement and aims and
values. Learners will also understand the reasons for the key legislation, policies and procedures which are followed in schools and how schools
operate within a wider context.
Learning outcomes
1Know the different types of schools in the education sector
2Know how schools are organised in terms of roles and responsibilities
3Understand how schools uphold their aims and values
4Know about the ... Show more content on Helpwriting.net ...
The pupils of a voluntary controlled school will follow the national curriculum.
Academies schools
Academies schools are set up by sponsors from business faith or voluntary groups along with the local authority and the department for children schools
and families.
At academies schools the children do not have to follow the national curriculum.
The governing body is responsible for the employment of staff.
Academies schools running costs are funded by the government.
Specialist schools
Specialist schools are usually secondary schools which have applied for funding in a certain subject and will become a specialist of a certain topic for
example the school might become a specialist in performing arts which is hoped will enhance achievement in this area.
Specialist schools will get extra funding from the government.

Independent schools
Independent schools are schools that are independent with its finances and governance. Independent schools do not get money from local government
or local authorities and is instead funded by a combination of fees i.e tuition charges, gifts and in some cases investment.
Independent schools don't have to follow the national curriculum.
Independent schools have to be registered with the government and will have inspections.
Independent schools are run by a board of directors.
Free schools
Free schools are all ability schools which are funded by the government. Free schools aren't run by the

Entitlement And Provision For Early Years Education
Unit 4.
Assessment Criteria 4.1.1.
Summarise entitlement and provision for early years education.
There are many different entitlements and provisions established for early years education.
Nursery schools, pre schools, and playgroups all provide learning and play activities, family support, early intervention and childcare for all children
under the age of five years old.
Nursery schools are predominantly attached to a Surestart centre, which work with children and parents providing education for both, full day care
provision, parenting advice, and health and family support, or to a primary school. Where as pre schools and playgroups are normally privately owned
and operated, offering childcare, play and education activities.
Since 2004 all children in the UK aged 3 and 4 years old have been entitled to free places at nurseries and pre–school and even under the care of a
childminder for up to 12.5 hours per week, this provision was increased to 15 hours per week from 2010.Day nurseries also offer the same provisions
for early years education, but are usually run within a business, or by a voluntary group.
Free entitlement and provision provides universal access for all to early years education, play activities, and childcare, which are all extremely
beneficial to children and their short and long term educational, social, and behavioural development.
Assessment Criteria 4.1.2.
Explain the characteristics of the different types of schools in relation to educational

Essay on Schools as Organisations
TDA 2.5
Schools as Organisations
1.1: Identify the main types of state and independent schools.
1.2: Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance.
Primary schools – funded by the Government and cover key stages 1 & 2.
Secondary schools – funded by the Government and cover key stages 3 & 4.
Academies – State maintained but independently run and cover key stages 3 & 4.
Nurseries – funded by the Government and cover the EYFS stage.
Colleges – for 16– 18 year olds offering vocational training and A levels.
Grammar Schools – funded by the Government and cover key stages 3 & 4 but pupils are selected by ... Show more content on Helpwriting.net ...
They will prepare and manage all classroom resources, display and mount all work, help supervise the children in class and also at playtime on a rota.
Site manager and Assistants – is responsible for the maintenance and security of the school ensuring it is fit for purpose which will include the use of
experts when necessary for repairs. They are also responsible for the site assistants who clean the school. The assistants clean the school at the end of
the day and also will enter the school in the holidays to do cleaning which cannot be done in term time.
Kitchen manager and Assistants – They are responsible for the provision of a choice of lunch to all pupils and staff. They must ensure the management,
preparation and cooking of the food meets all the required food safety standards and that the kitchen meets all the health and safety standards.

Mealtime Assistants – are responsible for the welfare of the children at lunchtime whether that is in the dining hall, classroom or playground.
Administrator – works in the school office dealing with telephone calls and visitors. They are also responsible for the registers and updating the
attendance records, the collection of any monies for school trips etc, the administration of medication to children, the contact details and all paperwork
required by the head and deputy head teachers.
2.2: Describe the roles of external professionals who may work with a schools e.g educational

Discuss The Roles And Responsibilities Of National And...
Educational policies and procedures need to be reviewed on a regular basis to keep them up to date. Senior members of staff will gather together to
discuss what needs to be amended and updated within the policies and procedures. A senior member of staff will then draft the new policy or
procedure and send it over to the governors to be agreed. These are in place to ensure that the school is run correctly, and the staff, pupils and any other
individual within the school are protected and meeting the expectations and guidelines.
1.Summarise the roles and responsibilities of national and local government for education policy and practice.
The roles and responsibilities of: National government
The department for education is responsible for the education and services for children. This means that they are responsible for not only setting the
national curriculum but for also many other roles. They are responsible for the early year's foundation stage which the schools and nurseries operate
by, they will also use it to look into new ways to develop the quality of services which are available to the children under the five outcomes of every
child matters. These five are enjoy and achieve, stay safe, be healthy, achieve economic well–being and to make a positive contribution. Some of the
other roles and responsibility that the department of education have are: funding research into educational projects, developing workforce reform such
as the 2020 children's workforce strategy, promoting integrated working for anyone who works with children or young people and to develop the role
of the third sector which is a non–government organisation. ... Show more content on Helpwriting.net ...
The local education authority is responsible for providing: promoting community cohesion, school management issues, behaviour management, the
development of all school's policies, staff training and development and special educational

Tda 2.5 Schools as Organisations
TDA 2.5 Schools as organisations
Task 1 Links to learning outcome 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2 and 6.3.
Identify the main types of state and independent schools
Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance
Describe roles and responsibilities of:
–School governors
–Senior management team
–Other statutory roles e.g. SENCO
–Teachers
Describe the roles of external professionals who may work with a school e.g. educational psychologist
Define the meaning of:
–Aims
–Values
Describe with examples how schools may demonstrate and uphold their aims
Describe with examples ... Show more content on Helpwriting.net ...
Community and foundation special schools– cater for children with specific special educational needs. These may include physical disabilities or
learning difficulties.
Faith schools– are mostly run in the same way as other state schools. However, their faith status may be reflected in their religious education
curriculum, admissions criteria and staffing policies.
Grammar schools– select all or most of their pupils based on academic ability.
Maintained boarding schools– offer free tuition, but charge fees for board and lodging.

Independent schools– set their own curriculum and admissions policy is usually decided by the governing body and head teacher. They are funded by
fees paid by parents and income from investments. Just over half have charitable status. They have to be registered with the DfE, and regularly
monitored by OFSTED.
http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ChoosingASchool/DG_4016312
Describe roles and responsibilities of:
–School governors
–Senior management team
–Other statutory roles e.g. SENCO
–Teachers
Links to learning outcome 2, assessment criteria 2.1
School governors– work with the school, they work in partnership with the headteacher and staff. Governors do not intervene with the day to day
running of the school, unless there is a serious problem. The governing body is also responsible for making sure that the schools

President Obama 's Semblance Of Education Reform Essay
Adversaries in the Race to the Top While many supported President Obama's semblance of education reform in Race to the Top, various factions were
vehemently against RTT and its implementation. Republicans primarily stand against federal involvement in state and local schools. The party
opposed RTT advanced Common Core State Standards, which promote a "one size fits all approach to education" (Spring, 2015, 63). Along with
political factions, those majorly impacted by RTT objected to its premise. The main teachers unions in the U.S., theNational Education Association as
well as the American Federation of Teachers, highlighted several points of disagreement in RTT which would lead to challenges in implementation. At
the time, the NEA said it cannot support RTT's endorsement of using test scores for evaluating teachers, increasing the number of charter schools, and
bolstering what the union calls "fast–track" alternative routes to teacher licensure (Sawchuk 2009). Additionally, the AFT expressed concerns about
RTT and how much the program helps students, whether it is fair to teachers, whether it is transparent to the public, and whether it requires shared
responsibility (Weingarten 2009). Along with teachers unions, members of academia spearheaded critiques of RTT. Joe Onosko's eight point manifesto
adequately details the concerns of educators at the time of implementation. The flaws of the plan (RTT) are as follows:
The plan's focus on high–stakes testing and

Unit 2.5 Task 1.1 Identify the Main Types of State and...
Unit TDA 2.5: Schools as Organisations Task 1 1.1 Identify the main types of state and independent schools All children aged 5
–16 are entitled to a
free place at a state school and most families take up this place. Schools across England are funded and managed in different ways and will vary
depending on the age of the child. There are four types of mainstream state schools funded by local authorities which are known as maintained schools.
They all follow the National Curriculum and are inspected by Ofsted (the government's Office for Standards in Education, Children's Services and
Skills). Community schools are run by the local education authority (LEA), which employs the school staff, owns the land and buildings and sets the...
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These could be community, voluntary–aided or controlled, or foundation special schools. Some special schools are independent. Specialist schools
State secondaries often specialise by placing an extra emphasis on one or two subjects. Schools can specialise in: the arts, maths and computing,
business and enterprise, music, engineering, science, humanities, sports, languages, and technology. Secondary schools must apply for specialist status
and receive additional government funding as a result. Different types of schools cater for children at different stages of their school life. Nursery
schools are stand–alone schools for children aged three and four. They have their own head teacher and staff. Some are state–funded and others are
privately run. Primary schools cater for children aged 4–11. While at primary school, children start with the Early Years (Foundation) curriculum,
followed by Key Stage 1 and Key Stage 2 of the National Curriculum. Secondary schools cater for children aged 11–16 or 18. They take pupils through
Key Stages 3 and 4 of the National Curriculum. 1.2 Identify the main key stages The National Curriculum State schools in England must teach a range
of subjects according to targets set by the National Curriculum. This was established in 1989 to ensure the same standards of teaching and learning
across the country. The National Curriculum covers learning for all children aged 5–16 in

What An Effective School Reading Policy Is And Ways It...
Not only do children have to be able to read words they also have to understand what they are reading, which is known as comprehension. Therefore,
gaining an understanding in Literacy is important for children in terms of being able to decode certain information. By doing so, children can apply
their increasing fluency to other subject areas mentioned in the National Curriculum. In this assignment an understanding of what an effective school
reading policy is and ways it could be implemented so that children make progress and develop in reading will be shown. Aims and principles of key
documentation such as the Primary Framework for Literacy, National Curriculum for English and the Simple View of Reading (SVR) will be explored
to show the ... Show more content on Helpwriting.net ...
Accordingly, all schools have a reading policy and there are many benefits of one being used. This involves teachers adopting a whole school
approach which can be utilised to support children in becoming independent learners in Literacy and aiding children to make progress in both Key
Stages. Kanolik and Turker (2011) suggest that schools should initiate whole school reading, which should involve all members of staff including the
head teacher. The initiation of this approach can be underpinned through whole school commitment and dedication of members of staff (Kanolik and
Turker, 2011). This can lead to the "development of sustainable reading culture within schools" (National Union for Teachers NUT, 2016). This is of
importance as the reading policy emphasises that it is essential that reading is developed in schools with greater focus being put on the teachers,
teaching children to read through phonics in Key Stage One.
Parts of the reading policy in Appendix A focus on certain areas that teachers should keep in mind whilst encouraging reading to take place in the
classroom. Factors which have been mentioned in the reading policy in Appendix A are home– school links, reading environments, the necessity of a
multi – literary approach and teaching of reading through phonics. The Department for Education (DfE, 2013) define phonics as teaching children to
read quickly and skilfully and have suggested that the most effective way of teaching

Dr. Naik 's ' Education Commission And After ' Available...
Tata Institute of Social Sciences,
Mumbai
M.A Elementary Education
(2014–2016)
Assignment–2
Please read JP Naik 's book ' 'Education Commission and after" ' available online at www.arvindguptatoys.com/arvindgupta/JP–42.pdf and answer the
following questions:
1. What can you say about the process by which 1968 policy was formulated? What kind of exercise was it? What was role of bureaucrats, politicians
and experts?
2. Did the Kothari Commission report influence the 1968 policy? Explain with reasons.
3. Any other analyses and observations.
Subject: – BC9 Policy, Institutions and Practices
Guided by:–Dr. Archana Mehendale
Prepared By: – Veji Chavda
Enrolment no:–M2014EE032
Introduction: – We know that policy is one of the important components for running of any sector. If we talk about education sector policy regarding
education play an important role for smooth running of sector. There are many policies which are made in different periods for education. If we talk
about pre and post–independence period there are many policies which are formulated. After the eighteen year of independence the commission call
Kothari commission made by policy maker which has various important recommendations for education. After that commission the first national policy
on education come called 1968 national policy on education.
Process by which 1968 policy was formulated and Role of bureaucrats, politicians and experts:–
For formulating any policy there is a process by which

Various Educational Commissions and Its Recommendations...
VARIOUS EDUCATIONAL COMMISSIONS AND ITS RECOMMENDATIONS AFTER INDEPENDENCE PERIOD
A ASSIGNMENT OF TEACHER EDUCATION
Submitted To
PROF. Dr RAJENDRA PRASAD
DEPT OF EDUCATION
KAKATIYA UNIVERSITY
By
G.RENUKA HALL TICKET NO: 11000E1022 Master of education (1st semister)
UNIVERSITY COLLEGE OF EDUCATION
(Department of education)
KAKATIYA UNIVERSITY
WARANGAL
A.P, INDIA
S NO| CONTENTS| PG NO| 01| INTRODUCTION| 03| 02| Meaning and nature of teacher education| 03| 03| Teacher education after post independence|
04| | The university education commission 1948–49 and recommendations| 05| | The secondary education commission 1352–53 ... Show more content
The Plan Period in fifties In 1950 the first conference of Training Colleges in India was held at Baroda and exchange of ideas took place. The
conference discussed programmes and functions of the training colleges. In the following year, i.e. 1951, the second All India Conference was held at
Mysore. It discussed the teacher training programme in a broader perspective and suggested substituting the term "Education" for "Training" and
widened its scope. In the same year, a six–week summer course in education was organized for college teachers at Mysore. The syllabi in teacher
education were revised, new areas of specialization added, and practical work improved. There was a spurt of work–shops, seminars and conference on
teacher education.
RECOMMENDATIONS * To teach that life has a meaning. * To awaken the innate ability to live a meaningful life in all aspects by developing
wisdom. * To acquaint with the social philosophy this should

Unit 302 Schools and Organisations Essay examples
Schools and Organisations
Assignment 302
By
Mrs D M Brunsdon
December 2012
Outcome 1: * Know the structure of education from early years to post–compulsory education
1.1 summaries entitlement and provision for early year's education
In the UK all children aged between 3 and 4 years have the right to receive the minimum of 15 hours education which can be used between 3 and 5 days
per week. There are many ways that this can be provided. * Nursery schools
These are stand alone schools for children ages 3 to 4 years old. Some have their own head teacher and trained nursery staff, and may be state funded;
however there are also privately run nursery schools. * Nursery classes
These are attached to a primary school and ... Show more content on Helpwriting.net ...
These are also taught at higher education colleges. There are many options available that can complement an individual's skills and interests. These are
more for the academic students.
Outcome 2:
Understanding how schools and organized in terms of roles and responsibilities
2.1
There are many variations of how schools are set out, although they all tend to have the same approach to running education. School governors
have a large say of this. They do not need any special qualifications or experience; however it is most important for the governor to have certain
qualities such as an interested in the welfare of the children and the school and to be prepared to give their time and effort when required. They
tend to meet once or twice per term and discuss the school the business such as things like finance and curriculum issues. It is expected that they
make 1 visit per year to school during the day and attend at least one training day per year as well. All governors undergo a CRB check, they can
also claim for expenses such as travelling to meetings, training days and in some cases childcare. They usually hold the post for 4 years. All schools
have the following. * Governors Being a school governor means being part of a team of up to 21 governors (although smaller schools may have less

governors) this includes the head teacher.
Parent governors:
These are elected by parents of the children at the school – or they may be appointed by the

The Three Year Planning Will Include A Swoc / T Analysis
The three–year planning will include a SWOC/T analysis which considers strengths, weaknesses, opportunities, and challenges or threats (Bryson,
2011). A SWOC/T analysis is not simply creating lists of these components; rather it is about careful discussion, analysis, comparison, and contrast.
Usually the strengths and weaknesses are related to internal factors and the opportunities and challenges or threats relate to the external environment
(Davies & Ellison, 2003). Related to the challenge selected to be addressed in the three–year plan, the internal factors that will be included in a SWOC
/T analysis are curriculum, learning and teaching, assessment and results, extracurricular activities, financial resources, staffing, staff skills and
abilities, and school character and school culture. External factors include political, legal, and economic factors, central and local educational changes,
demographic and socio–cultural trends, technology, and other providers.
The industrialization of teaching, in other words imposing standardization and high–stakes testing and limiting teacher autonomy, creativity, and
responsiveness may also impact the school's character. According to Sergiovanni (2011), a school has character if there is consistency between that
school's goals, values, and needs, and its decision and actions. Finding the right balance between legitimate mandates and school autonomy is an
important condition for that school's character to flourish (Sergiovanni, 2011).

Gender
Special Needs and Inclusive Education Program in Uganda
This essay urges that the state is a relatively stronger player in delivering public policy in contemporary governance. This essay will discuss this with
reference to the implementation of the Special Needs Education and Inclusive Education (SNE/IE) program in Uganda.
The Special Needs Education (SNE) program in Uganda was introduced in the 1950's by the Colonial Government for provision of 'special education'
services to children who had visual, hearing, learning and motor impairments (CSBAG, 2013, p.15 see Civil Society Budget Advocacy Group). The
author indicates that, with the introduction of the Universal Primary Education (UPE) Policy in 1997, Inclusive Education (IE) as ... Show more content
These organizations play a crucial role in providing related services such as education, health, income generation; community mobilization and
sensitization; poverty alleviation and suffering among people with disabilities among others. More to that, are international donors (development
partners) such as Department for International Development (DFID), Danish International Development Agency (DANIDA) who provide financial
support to the SNE/IE program, infrastructure development and institutional strengthening through capacity building among others.
The Government of Uganda, has been at the forefront in implementation of the SNE/IE program as discussed below;
Strengthened Institutional and policy framework
The government has proved stronger especially in strengthening the institutional and policy framework guiding the implementation of SNE/IE program
in Uganda. Effective control of procedures and practices may be achieved when governments put in place regulations that compel other stakeholders,
stipulate powers and responsibilities of other actors and specify the circumstances that potential actors must meet before they can qualify to join the
collaborative structure (Agranoff et al, 2013, p.366). For example, the Government of Uganda has succeeded in formulating, designing and
implementing all–embracing and elaborate policy frameworks for understanding of the right to Education for people

3.2 Summarise Entitlement And Provision For Early Year's...
TDA 3.2 Schools as Organisations.
TDA 3.2–1.1
Summarise entitlement and provision for early year's education. Thanks to the Every Child Matters and the Childcare Act 2006 all 3 and 4 years olds
in England receive free part–time (12 ВЅ per week) for 38 weeks a year. This is government funded and the idea is for all children to have 2 years of
free education before they even start school. Early year's provision for these very young children varies greatly from the education they will receive in
KS1 as it is play focused as opposed to formal learning, which is how these very young children learn best. The Foundation Curriculum in England and
Wales runs from age 3–5 and is therefore implemented in nursery schools right up ... Show more content on Helpwriting.net ...
The September Guarantee
Under the last Labour government, the guarantee was as follows: * Full or part–time education in school, Sixth Form College, independent learning
provider or Further Education College. * An Apprenticeship or programme–led Apprenticeship, which must include both the training element and a job
or work placement. * Entry to employment. * Employment with training to NVQ level2.
Heinemann Work–based Learning Level 3 Diploma
Supporting Teaching and Learning in Schools (Primary)
Louise Burnham and Brenda Baker 2010
Page 16.
TDA 3.2–2.1
Explain the strategic purpose of school governors; senior management team; other statutory roles e.g., SENCO; teachers and support staff roles.
School governors are a group of people (usually between 10 – 20) who run the school. They are made up of various people who have links with the
school and the community. There should be at least one parent and one staff member as well as the Head Teacher. Usually there is a support staff
member, a local authority member and a local community governor who work or live in the area. Governors work alongside the Head and are based
on different committees and are responsible for different areas of school management – school site, personnel issues or community cohesion. They will
usually meet in these committees and report to the full governing body. Their main duties are to set aims and objectives, adopt policies

Childhood Obesity Policy Summary
Childhood obesity is one of the major health challenges of the 21st century. (World Health Organization, 2016). In the last 30 years, obesity has more
than doubled in children. Overweight and obesity are the result of caloric imbalance and can cause physical and psychological problems in children.
A global shift in dietary habits and lack of physical activity play a crucial role in childhood obesity. Healthy lifestyle habits, such as healthy eating and
physical activity can reduce the risk of becoming obese. School plays an important role in establishing a safe and supportive environment with policies
and practices that support healthy behaviors (Centers for Disease Control and Prevention, 2015). The fifty state legislation on childhood obesity policy
was enacted in 2013. Many states including, Texas has enacted some type of schoolnutrition legislation but not on physical education (National
Conference of State Legislatures, 2013). Therefore, the author decided to contact a policymaker, a local school board member of Plano, Texas to
implement the existing policies of school nutrition and physical activity.

Bullying: Policy and Sociological Theory
Bullying: Policy and (Sociological) Theory Sociological theories, concepts, and studies provide a greater purpose and function more than just
being products of academic and research extension work. Work in policy development is where usually these theories and studies are translated
into policy recommendations and if lobbied and defended with strong support from key and influential individuals and groups, could actually lead
to legislative action. Indeed, the conversion of theory to policy is a process that drives sociologists and social researchers to explore, determine,
and understand more social phenomena that would create great impact to the society in general. One of the examples in which theory is translated
to policy is on the issue of bullying in schools. The National Crime Prevention Council, through its program, Positive Change Through Policy (
HYPERLINK "http://www.ncpc.org" www.ncpc.org), provides specific policies and legislation that have been developed as a result of social
research and studies that used sociological theories as the foundation of the research work. In the case of bullying, NCPC cited three examples of
policy and legislation that proactively addresses the issue of bullying in schools. These policies/legislation include: (1) a policy in New York that
formally commits schools to proactively prevent bullying in their respective schools, in addition to providing counseling and intervention programs to
bullies and 'reformed' bullies; (2) a law in

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