The reason as to why these five services have been integrated into the definition of the welfare state in. The Education system of England and Wales underwent a number of important changes since This essay seeks to concentrate on these major changes describing the rationale and impact they had on the British education system. There was a great need for this Act, because the Second World War caused considerable disruption to the educational system.
The UK education system
War also brought important changes in social attitudes, and [ By using the eleven-plus examination exam taken at around the age of 11 to test pupils' intelligence and abilities in English and arithmetic, three groups of children were identified. Firstly, there were academic pupils, who went to the secondary grammar schools. These schools provided the main route to university. Secondly, there was a group of practical pupils, who were interested in applied science or applied art.
They went to the technical schools. Remaining pupils, mostly working class, went to the secondary modern schools where they received a more basic education. Thus, the secondary educational system set up as a result of the Act was a tripartite system - three types of schools, which, it was argued, were different but equal. As a result, the Act's aim of providing every child with an education was achieved, and the number of pupils in the schools began to rise rapidly.
Is school education the same throughout the United Kingdom?
This can be clearly seen in Figure 1: Pupils in maintained primary and secondary schools, 5,,,,,,,,,,,,,,,,,, 7,,,,,,,,,,,,,,,, Fig. Pupils in maintained primary and secondary schools, Gosden, In addition to this, other. The primary focus of the school is engineering, mathematics, and computer science. LU on the other hand is a school of over 30, students and focuses on nearly ever field of study known.
Therefore, the comparisons made are based on these two universities and are likely to differ as if the comparison was between LU and UCLA for example two schools with a smilar number of students and fields of study. Additionally, at CSM and most other US universities , students study for four years to get their bachelors degree, while at LU and most other UK universities , students study for three years to get their bachelors degree or four years to get their masters degree.
This alone implies that the structure of each system is very much different. At CSM, the first two years are full of general classes to get all students onto the same playing field. The third and fourth year are the years where students specialize in their field of study — Electrical Engineering EE in my case. At LU, students begin their first year by jumping right into their field of study.
When I went to LU, I had to pick courses that would transfer back, which leads to some interesting observations in the education systems. Since students study for three years at LU and all three years are full of courses directed at their field of study , I had to decide what level I should studying at.
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Before I left, I assumed I should take level one and two courses 1st and 2nd year modules since I had no understanding of EE other than the basics that I learned during my first two years at CSM. Knowing that I would be graduating 1 year after returning from England, I also guessed that I should take level two and three modules, which in the end I did complete.
Another issue was courses in England often last a full year two semesters , while courses at CSM at always are 1 semester. Therefore, finding equivalent courses that would allow me to graduate on time was quite difficult. In the EE department at LU, professors record most lectures via video and post it online. This allows students to go back and watch past lectures if needed.
It also allows students who are direct entry students into second year to go back and watch the 1st year lectures.
Every module I took at LU was recorded or documented well enough that I was able to catch up and understand the material. I found that first year in the EE department was a very basic introduction into EE topics such as optoelectronics, power systems, and basic math revision. Second year was a continuation of first year — meaning students took the same courses, just at a more in-depth level i. Additionally, during the first two weeks of the year, the second year professors did a thorough review of the first year topics so students could be refreshed on the material.
Because of the way students study in the UK, this is a very necessary part of the courses, and helped me greatly in getting on the same playing field as all the other students. I found that the math courses were quite easy in terms of the material it was all review for me , while the specific EE courses were still basic, but all the material was new.
At CSM, professors typically will lecture twice a week, and in addition, students will get hands on work over the material that was lectured on. This would include either a lab or simply working problems to practice analyzing the material. Homework is also assigned to force students to learn outside of class.
http://blacksmithsurgical.com/t3-assets/autobiographies/wavy-les-larmes-invisibles.php At LU, lectures are once, or twice a week at most. These lectures almost always consist of the professors running a powerpoint presentation, and at the same time handing out the presentation on paper for students to follow along. Homework is rarely be assigned, and if it is, it is typically not graded. Because of this method of teaching, students at LU have much more time outside of class which enables them to get out to the pub and socialize, relax, and meet new people. You could say that CSM and other US universities invites a more rigorous academic life at the expense of the social scene, while LU and UK universites in general gives active social development priority over building a strong intellectual background.
Students typically attend class for an hour or two a day, and then head out to socialize with friends. This continues until about 3 weeks before exam time. Additionally, at LU it is not uncommon to find a full time student attending classes for under 10 hours a week. This is connected to the relaxed atmosphere that the British education has — while you study, you have time to relax.
But when it is exam time, you are expected to be fully focused on learning your field of study. The culture is built in a way which accepts this, and the price of university shows. Many claim that the price of university in the US is what causes the faculty to take such a large responsibility in a students learning.
However, I disagree with this. The price is high simply because that is the way the culture has run universities for so long. For example, most loans taken out by students for university costs in the UK are from the goverment, and not a third party lender like they are in the US. Health care and university costs are equal for everyone who is from the UK, no matter which university you go to or what dentist you use. This leads to different motivations of students attending university. Students in the UK are less motivated to study, because they have rarely had to consistently study since that is the way their education has always been.
Students in the US are typically motivated to study more because a higher GPA can give you scholarships and grants, and these students are used to studying on a regular basis. Nonetheless, the expectations of students when they receive their degree are quite similar. In the US, particularly at CSM, students tend to study hard for 4 years, graduate with a bachelors and get a fairly good job.
The expectations of students graduating from universities in the UK and US are somewhat different. Becoming a professional engineer in the US varies from state to state. Did you know that Brazil and Finland have the shortest education days of just 5 hours? Did you know that Japan has the longest academic year of days? You can check out all that data and more in the below image. The population of a country can really influence the educational standards and the educational system of a country.
The class size can also have an effect on the quality of teaching. For example, the smaller the class the more focus and support the teacher can provide for each student. Population definitely reflects the size of a class. Playing an important role in the education assessment, average starting and leaving ages can vary quite a bit for different countries and it often depends on the education structure for that country and whether there is a programme available for further education.
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Did you know that Australia and the UK have the lowest average starting ages at 4 years old? Also, Australia, Germany, Japan and the UK all have the highest average leaving ages at 18 years old. Take a look at the below graph to compare the age ranges for yourself.
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