Primary Education In The UK Education Essay

Primary Education can be an important issue to be discussed and analysed, since it's the basis of our society's creation, being thus decisive for our children's future. This article is entitled 'Major Education in the U. K. and Spain: a comparison' and it targets explaining some of the main issues involving both systems. It is first of all focused on describing some issues related to major education in britain including two paragraphs. The first one a historical record, proves to be the base of today's composition which may help us clarify today's framework, which the theme of the next paragraph. This is accompanied by two clone paragraphs applied to Spanish major education. The last two paragraphs concentrate on the utilization and need for ICT in main education in both systems. The essay is concluded building an overall contrast between both systems.

According to Denis Haye in his publication Primary Education: the main element Concepts, British key education and its own structure find its root base deep ever sold, in the middle ages. It's been mentioned by some historians that English education commenced in Advertising 597 with the establishment of the cathedral of Canterbury by St Augustine. In the end of the seventeenth century education belonged to the chapel which promoted Christian knowledge, by creating its own schools. At the same time there have been pioneers such as Robert Raikes, Charles Gordon and the welsh Charles of Bala, who thought in a connection between communal action and education. The first 'publicly funded academic institutions' came out in the mid-nineteenth century and targeted to offer Christian education to poor children. From this time on, the control of education starts off switching little by little from the cathedral to the state. Furthermore, between 1846 and 1848 in Wales, the 'Welsh Education Committee and the Cambrian Population' both innovating into national schools, were formed. In the nineteenth century it is important to highlight the training action of 1872, since it lead to numerous advances in key education, not only affecting the 'labouring classes' as was taking place in other parts of the united states. The 1944's education take action was decisive because out of this time on, education was cost-free and relied on 'voluntary provision'. It is known by the release of three varieties of academic institutions: grammar universities, modern academic institutions and Technical institutions. The year 1988, observed the launch of the country curriculum including a selection of themes such as maths, knowledge English and spiritual education. From 2010, educating foreign languages is also a compulsory area of the curriculum.

In order to describe the base of today's principal education in the united kingdom, it is necessary to return to the twentieth century, when there have been many important changes in main education. Among these, sticks out the advantages of the countrywide curriculum in English mainstream schools. In this publisher' words, during the twentieth century, it was also thought to be decisive an 'agreement about the necessity for an over-all education for children up to the age of 11, this being accompanied by a subject-specific teaching up to age 16 and a selection of specialist things thereafter'. Because of the national curriculum, right from the start of the 21st century most primary schools in the united kingdom currently recognize children from 5 to 11 yrs. old. As Denis claims, gleam tiny amount of schools specified 'deemed middle (age ranges 8 to 12 or 9 to 13)' and 'first' when they teach children from 5 to 8 or 9.

To explain today's structure it is also important to concentrate on the types of academic institutions that can currently be found in the UK. As the Department of Education studies, they can be divided into 3 main organizations: mainstream express schools, specialist institutions, state classes with particular characteristics and self-employed schools. Towards the first group belong Community classes, which are often run by way of a 'local expert' and target 'to develop strong links with the neighborhood community, providing services like childcare and adult learning classes'. Trust schools as well as Voluntary-controlled and voluntary-aided academic institutions are owed with a charitable foundation, which 'employs the personnel and sets the admissions standards'. Academies, beliefs schools, city technology universities, community and basis special classes, grammar institutions and preserved boarding schools can be found in the second group. The 3rd group is shaped by Independent schools that have their own 'admission guidelines and curriculum'.

Spanish principal education, as all of those other developed countries, it confirms its root base in the XIX century. Many factors can be recognized as those which influenced the go up during this century of specifically educative institutions looking to reach a growing proportion of the population. The Apparition of the nationwide states is indeed the most notorious factor, since it puts the Old Regime to an end while at the same time instruction sometimes appears as a mean reinforcing its unity. Thus, education is known as to be out of this time on, a public affair that has to be organised and controlled by their state which regulates its legal and administrative processes. To understand the current Spanish key education, it is important to give attention to three relevant education regulations, famous for their impact on the system. The commonly referenced as 'the Moyano Legislation' was decreed in 1857 in a framework of socio-economic turmoil, This law consisted on the legislative initiative carried out by the politician Carlos Moyano whose main aim was to enhance the deplorable condition of education in those days, reducing thus the analphabetism average in the united states. Education was divided in two periods: elementary (6-12 years old) and superior (9-12). Key education was compulsory until the years of 12 and free of charge for individuals who could not afford it. According to the web page Talk about Univeristy. com, it also marked the building blocks of privet academic institutions in Spain at that time held by the Catholic Chapel. Just one year following the 1944's English education function, the 1945's legislation was decreed in the historical context of post-war and in the ideological framework of nationwide Catholicism. Its main purpose was to orientate the learner relative to their aptitudes to the working life. Born in the context of democracy, the 1990's regulation of education aimed to impart the same instruction in order to allow pupils to obtain basic cultural elements, to wit: dental manifestation, reading, writing and arithmetic calculi. It divided education into tree times: the first stage (from6 to 8 yrs. old), second (8-10) and third (10-12).

To make clear the framework of today's principal education in Spain, it's important to return to the year 2006, when the fundamental laws of education also known as 'LOE' or 'Ley Organica de Educacin' was decreed. This rules established a compulsory education from 6 to 16 year-old children. While in the UK children start their primary education at the age of 5, Spanish children start heading to school at the age of 6. And yes it is important to mention that most pupils go to pre-schools from three to five 5 years of age. Many of these 'nursery colleges' in most cases belong to the same centre of education. Based on the famous online encyclopedia known as 'Wikipedia', key education in Spain can be split into three cycles: the first pattern includes pupils from 6 to 7 years, the next 8-9 and the 3rd 10 to 11. Focusing on the Spanish national curriculum, compulsory subject matter are: Spanish language and Literature, Art work, Mathematics, Physical Education, Natural and communal sciences both contained in a subject called 'Conocimiento Del Medio' and English or France. Many state academic institutions have an arrangement with the British Council making the analysis of British compulsory from age 6. Although in the United Kingdom there a several types of academic institutions, in Spain most of them can be grosso modo split into three organizations: general population or state institutions, privet schools or semi-privet classes also referenced in Spanish as 'concertado' institutions. As happens in the UK, state institutions are funded by the federal government and therefore they are really free for those moving into the united states. These can't be freely preferred, as the children are allocated the closest college with their home. According to Maurice Hamlin in his website practicalspain. com, semi-privet or concertado academic institutions are similar to the British's offer maintained schools since they 'acquire subsidies by the government' being education thus, provided free of charge. Many of them are run by way of a spiritual order e. g. the Salesians of Don Bosco, and pupils usually wear uniforms. Privet and International colleges in Spain are becoming more popular. Based on the Article 'Living and Working in Spain' they offer a more tranquil environment supplying a wider range of subjects and an international approach.

Another essential requirement to be analysed, is the utilization of the information and communication technologies in Uk and Spanish Classes. Based on the British Department of Education, information and communication technologies (ICT) in universities can 'improve the quality of coaching, learning and management in schools therefore help raise standards'. To be able to evaluate the use of ITC in key schools THE TRAINING and Training inspectorate printed in 2002 a report in which some of the main strengths of the utilization of new technologies are highlighted. As this statement says, integrating the ICT in the nationwide curriculum supports both coaching and learning. The grade of planning ICT is proved to be 'adequate or better in 70 percent70 % of the institutions inspected' and generally in most schools the grade of teaching and pupil's activities are became reasonable, including 'a wide range of ICT applications among which sticks out the utilization of word handling. Understanding how to use Microsoft Word's spell check, digital camera models, create an maintain a website, mailing a forwarding e-mails, burning up a cd, as well as learning how to control 'multi-media and database software' are indeed but a few other applications in colleges. As this review proves, ICT in addition has an extremely positive reaction on children by increasing their determination towards learning generally; as the report claims 'children have high levels of interest and eagerness in their work in ICT being determined by the inclusion of ICT in their lessons'.

It is a fact that we now have an increasing range of institutions that are including ICT not only as a subject in the countrywide curriculum but in an effort to make the other lessons lighter and much more amusing to children. Relating to articles compiled by Sophie Borland and publicized in the newspaper 'The Daily Mail' there are even some colleges in the UK who have decided to 'change a P. E. lesson into a Wii course' to be able to encourage and 'improve their eagerness for sport'. To do this, Borland says, the recently approved by Department of Health 'Wifit Plus' is employed in the course involving a variety of fineness activities. Despite the fact that this information received very reviews that are positive there are some individuals like the spokesman of the Office of Children, Institutions and Households who states 'there is obviously a place for impressive exercises if indeed they do not replace traditional ones. Another college in the united kingdom, according to the education editor Graeme Paton, is to add the utilization of the so-called social network 'Twitter' as part of their curriculum. All children, the author states, will be educated how to use webcams, podcasts as well as sites. Pupils in this institution 'will be likely develop an understanding of various ways to communicate on the net. Improving upon keyboard skills, using websites such as the online dictionary Wikipedia and learning how to employ spell-checkers will also form area of the biggest overhaul of lessons for 20 years'.

As happens in britain, Spanish new era of children are marked by the information and communication systems which are getting each year a larger importance in the training policy. The inclusion of the ICT in Spanish education system confirms its origins in the European effort 'e-Europe' which determined the creation of the 'Special committee of study for the introduction of the Information Contemporary society in Spain (CDSI)' by the Ministry of Science and Technology. A number of the conclusion of the CDSI can be employed to education. Regarding to the committee 'the use of the new technology should be present in all topics within the nationwide curriculum and in the partnership between professors and pupils and all the users of the educative community. The presence of ICT in Spanish principal academic institutions can be clearly identified in the autonomous community Extremadura which is considered to be a pioneer in this field. According to the secretary of ICT in the training polity of the autonomous government of Extremadura 'Junta de Extremadura', this region started the job of like the information and communication technologies in education in the year 1999, when the 'Strategic Arrange for the introduction of technology in modern culture' was presented and the educational sector was regarded as the primary pillar of this development. This second marks the appearance of ICT in Extremaduran classrooms. What is essentially the most outstanding fact is that, this region decided to develop free software equally configurable and versatile. A new operative system called 'gnu/LinEx' which would offer an enormous variety of applications in order to fulfill the necessities of all kind of users and a great variety of tools for its use inside the classroom. Furthermore, in the academics calendar year 2002/2003, an initiative was carried out in all Extremaduran high schools which consisted on changing regular classrooms into 'technical classrooms' by launching a computer for each and every two students. Also, today's institutions in your community have at least one electronic blackboard, as well as a projector, some type of computer and an interactive pad. The creation of the specific operative system LinEx must be adapted to a didactic and pedagogical amount. This is why a new variation of this operative system has been installed in all the colleges of Extremadura. According to the autonomous community's authorities 'LinEx Institutions' as it is named, 'offers the pupil an friendly and motivating environment adapted with their intellectual development'. As well as LinEx, it is important to highlight the development of the educative program 'Rayuela'. As if it was a public network, this program is an advanced system of information which allows a real-time communication between teachers and parents by using the Internet. It also has a database with allows all Extremenian students to have a single Digital Academics Record until they surface finish high school. Thus, teachers have the ability to access everything about the educative course of their pupils (calcifications, assistance and observances) to be able to offer them an individualized treatment.

To conclude this essay, I must say that as both educational systems participate in a globalised world and concretely to europe, they share indeed some similitudes and both previous paragraphs are an example of this statement. Among other minimal differences British primary education probably differs from the Spanish one in what in my opinion, is its main strength: the diversity of schools offered which allows parents to have a increased choice.

2. 500 words.

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