Comparing England and Denmark's Primary Educational Sector Essay

2096 Words 9 Pages
In ascertaining the differences and similarities between European and Western neighbours in how education serves its purpose, this essay will address various areas that concern the historical, political and social perspectives of primary schooling between both Danish and its English counterparts with reference to relevant areas of concern, thus highlighting matters such as the difference in starting ages; varied approaches to the curriculum and assessments in how both countries address its primary education. It is therefore significant in evaluating the backgrounds in both the Danish and English primary schools in emphasising how influential factors in education has developed in light of the twenty-first century. This essay will examine …show more content…
in turn [education will] help to reproduce the deep ‘socio- cognitive’ and cultural patterning of a particular nation state”. Additionally, “... policy makers need to be sensitive to both the ‘constants’ and the ‘contexts’ in pupils learning identities ... if they are to introduce policies which are to be successful in both raising achievement and the aspiration to learn” (Osborn, 2001, p. 268). Thus, the Danish Curriculum is and presently based on societal influences and democracy.

Furthermore, the Danish Minister of Education sets out general guidelines for its pupils, which focuses on positive attitudes; play activities as well as social development of all its pupils (Einarsdottir and Wagner, 2006). It could be suggested that the educational development of Danish students is of a holistically nature compared to its English counterparts. To illustrate, primary schools in Denmark reinforce that school work is the basis for independent thinking as well as training pupils to collaborate with one another. However, the use of implemented subjects are freely chosen by the municipals in addition with schools, which are then free to decide on how to accomplish what should be taught (The Ministry of Education, 2010). This is evident given that Danish pupils remain together within the same groups for the duration of the Folkeskole, which is currently nine years, (with a voluntary tenth year) therefore pupils are
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