New Labour's Academies Programme

being rejected by universities because the thing they were good at it in school did not matter. This ethos appeal persuades the audience to believe of the displeasing points Sir Ken Robinson makes and changes their judgment in regards to the public education system as a whole. Moreover, the ethos appeal discussed within this speech does no

Academy schools are set up by sponsors from businesses and are independently managed schools which jointly funds the land and buildings, they do still have very close links with the Local Education Authority, the government does still cover the running costs.

Education is considered a right in most first world countries and compulsory public education has been in effect in the United States for over a century. So, why do governments have trouble assigning a purpose to public education and experiencing student growth across the board? How can schools change their approach in order to ensure that their students are ready to create their own opportunities? Scholar and politician Winston Churchill notes in his autobiography, My Early Life, “But now I pity undergraduates, when I see what frivolous lives many of them lead in the midst of precious fleeting opportunity. After all, a man’s Life must be nailed to a cross of either Thought or Action. Without work there is no play.” (p. 113) From this it can be concluded that Churchill believes the purpose of education is to teach students how to be active in their community along with the importance of judgement and choice, in order to further the success of their country.

There is a private school in Bangor, it is an independent day school for boys and girls from three years to sixteen years old. The school has achieved excellent GCSEs and other examination results. On the website, I found what the cost is per individual pcm depending on their age http://hillgrove.gwynedd.sch.uk/. The fees for the school is: 3 - 4 years old it is 300.00 pcm, 4 - 5 years old it is 352.75 pcm, 5 - 7 years old it is 396.75 pcm, 7 - 10 years old it is 441.00 pcm, 10 - 11 years old it is 466.00 pcm and for 11 - 16 years old it is 516.50 pcm. There also is a registration fee of £50. According to http://www.bbc.co.uk/news/education-33535216 Research suggests that putting a child through a 14-year private education in UK stands at £286,000. Parents have the decision to put their child into private education. The cost of private schools is very high and people who usually put their children in private schools have a very good income. People usually put their children in a private school as it gives them more of an opportunity to be successful and to get better grades than children from public schools. The reasons why children are more successful after being educated in a

These changes intended to introduce principles of supply and demand into schools. Schools were forced to compete with each other for pupils and resources. Before the 1988 Act, entry to schools was based on catchment areas and they did not have to compete for children. After 1988, catchment areas still existed but parents had the right to go outside them. Competition was increased and a big part of that was due to league tables and statistics being produced. However, the 1988 Act contains contradictory messages. One message is concerned with increasing centralisation and state control and the second is concerned with parental choice

The literature on the role of the economic elite and philanthropies in educational policy is

Although the standards were raised but not every child was benefited equally, this contradicts New labour 's aim as the fresh start schools promoted an approach that neglected the context of the school and social constraints on pupils academic success. The policies that new labour had set effected the disadvantaged children because those policies should consider the social and political context in an unequal society that can be difficult to overcome it (Araujo, 2009).

Instead of coming together to create a truly democratic society that supports the whole we are caught up in serving first our own interests followed by the interests of the system that has allowed us to succeed. How is it possible that the people making the decisions can look at the state of our education system and blame the teachers for failing when they are also the ones providing the strict standards that serve to perpetuate the current hegemonic society we live in? I do think that there are good parts of having certain standards for education – all students should know how to read and write, everyone should have a basic understanding of mathematical concepts and history – but I think by micromanaging classrooms across the country, teachers are prevented from doing their job of teaching students and instead being tasked with “filling up the knowledge bank” with information deemed important by individuals and groups who have little to no connection to actual classrooms. The main point of this chapter was to shine a light on the negatives of the traditional education system and explain the educational philosophy aimed at combating the perpetuation of such

The Education system of England and Wales underwent a number of important changes since 1944. This essay seeks to concentrate on these major changes describing the rationale and impact they had on the British education system.

This case history is about the 1944 education act which was an attempt to create the structure for post-war British education, it also raised the school-leaving age to 15 and provided universal free schooling in three different types of schools; grammar, secondary modern and technical. The case study will analyse the schooling and educational opportunities in the context of debates about the 11+ examination; which determined what school you would attend. The Tripartite System was the arrangement of state-funded secondary education between 1945 and the 1970s in England and Wales. It examines Mrs. Q’s childhood and education specifically in relation to the Education Act 1944 and her experiences of the tripartite system.

Bowles and Gintis also believe that schools are no longer about the teaching of a subject but the Social Principle or control of the pupils meaning that schools concentrate more on the hidden curriculum than the knowledge process. Equally, schools don’t reward independence and innovation, therefore meritocracy cannot exist within our capitalist society as capitalism is based on the principle of a ruling class (the bourgeosis) and a working class (the proletariat) and meritocracy would abolish the idea of the ruling class, society would be equal. According to Louis Althusser (1972), a French Marxist philosopher, the school serves to mould individuals into subjects that fit with the requirements of capitalism, they learn submission, deference and respect for the economy and their place in it. The school also works to ensure that the labour force is technically competent. Also, according to Althusser, the ruling class within any society exercises control over and through schooling and the Ideological State Apparatuses (ISAs). The ideologies themselves express the material interests of the ruling class, so this control over and through the ISAs maintains what is called class hegemony, or domination. Althusser is also draws attention to the powerful effects of the ‘hidden curriculum’ of

Ferfolja, Diaz & Ullman (2015) state that neoliberalism education practises have increased hierarchy in schools, with a focus on improving academic outcomes for elite consumers rather than working towards social justice and equity for all (Keddie, 2011). Privileged, competent and capable students succeed in a neoliberal environment, where as minority backgrounds are in deficit and marginalised through lack of recognition and opportunity (Comber, 2007).

Ball (2003) described performativity as a new mode of state regulation which made it possible to govern in an ‘advanced liberal’ way. He also maintained that performativity requires individual practitioners to organise themselves as a response to targets, indicators and evaluations setting aside personal beliefs and commitments. I am clear it was due to performativity that I felt bullied to react in a particular way due to educational reforms through the NC. Bernstein (1996: 73) said that educational reforms change one’s ‘social identity’. This argument, put forward a year prior to my decision to take the plunge into headship, may also explain the motives of my head teacher with his unswerving focus on league tables. Smith (1995) said that a performance measurement system would provide an imperfect picture of a complex process leaving scope for the performance measure to be ‘gamed’. In other words it leaves scope for unintended responses such as the intense focus on borderline ‘C’ grade students rather than underperformance per se.

“Did you know America ranks the lowest in education but the highest in drug use? It's nice to be number one, but we can fix that. All we need to do is start the war on education. If it's anywhere near as successful as our war on drugs, in no time we'll all be hooked on phonics” -Leighann (Lord) Leighamm Lord is a comedian, but when it comes to the education of children, she takes it very seriously and it is not so much a joke to her. Children are the future, and giving them the best education available is crucial to the future. Making decisions in the educational system would not only better the future, but the children’s future. These changes of segregating classrooms, will give the children a better working environment, to improve

It has been commonplace to distinguish between "outside" and "inside" factors (Fullen, 2001) of new policies in education. On the one hand, it is reasonable to say that the first is mostly related to the