Arguably, education is one of the most important component in the life of human beings. As a matter of fact, schools in the entire world exist for various reasons. In England, schools exist for various reasons that needs to be focused on. Education in England is one of the essential things that help individuals b blossom both economically and socially. Schools in England exist so as to be the foundation of knowledge to students. Perhaps, children in England attend school so as to be imparted with knowledge of various fields, which include culture, people, politics, medicine, technology, mathematics, as well as many other crucial subjects that are relevant in the world. Schools also exist in England so as to be a socializing avenue for student from various backgrounds. In the England education system, it is believed that socialization is a crucial factor that broadens the skills and knowledge of students. Tooley (2000), asserts that in the past, schools in England existed for the sake of learning only, today school existence goes beyond learning various subjects and solving problems. Schools in England exist for the purpose of overall development.
The child goes to school to develop hobbies, learn life etiquettes, develop crucial social skills, as well as learning how to multitask in life. The world has become a competitive global village, and in England it is believed that schools and education form the basis of competition. In fact, it is a reality that success in the contemporary society is attached to attending school (Bottcher 2009). Therefore, schools exist in England so as to nurture students to face the ever growing global competition on various issues. In general perspective, schools in England exist for various reasons, which are all focused on the overall development of the child.
Education is one of the essential rights in the world. Education permits everyone in society to grow in a social avenue. In fact, most countries believe that the right to education among children is a crucial component of social, cultural, as well as economic development in society. Education is one of the human rights that should be accessible to all children regardless of race, color, tribe, or status (Jones 2003). Despite the fact that education is the right of the child, in many countries this human right is focused and applied in different ways. This depends on various issues which include political, economic, as well as security. According to UNICEF, every child in the world has the right to education (Bartolome 2007). In England, it is within the law that it is the right of a child to access education. In fact, the law in England ensures that the every child from the age of five to sixteen years receive free and compulsory education.
Apart from the right to education, the education provided should be suitable to pupil’s aptitudes, age, special education needs, as well as abilities (Smyth & Shacklock 1998). On the other hand, in India children have a right to education. The constitution of India asserts that every child between the age of six to fourteen years has the right to receive compulsory and free education (Bartolome 2007). In additions, in India every child has the right to assess elementary school of equitable and satisfactory quality. In both nations, it is the right of a child to receive free a compulsory education. The only variation is seen on how the right is implemented and stated by the constitution.
In the education arena, the right of children to access education is not actually the ultimate concern in the world. It is worth noting that the right to education is a universal component but at the end of the day the education systems and standards vary. The essence of equal opportunities in the world has not been achieved. According to Tooley (2000), the gap between the reality and aspiration is wider making the issue of equal opportunity so complex to comprehend. Studies show that equal opportunity on issues of education is only said but has not become a reality. Perhaps, it is the entitlement of every child to have access to equal opportunities which is inclusive regardless of attainment, gender, ethnicity, age, language spoken, or special educational needs (Smyth & Shacklock 1998). It is worth noting that equal opportunities is achieved only is the children from various regions enjoy the right to education in an equal manner. The issue of equal opportunity in the education of children has not become a reality in the world because of discrimination, as well as lack of equal educational opportunities both in quantity and quality.
The education has changed tremendously in various countries in the world. In the UK, for the last 200 years education has changed in various ways. The education system 200 years ago was still in its young state and various implementations and changes has taken place to make the education system the way it is today (Bartolome 2007). One of the major change that took place 200 years ago is the establishment of class divisions. There were various commissions that were formed so as to focus on the creation of the three classes. In the late 18th and early 19th century, the Church of England was responsible for the education provision in the UK. In the 19thy century, compulsory and free education was established (Brown 2004). Moreover, various colleges have been established, which included University College London, University of London, as well as Durban university. Thereafter, many schools, institutions, colleges and universities were established in order to improve education in the UK. For the last 200 years various reformations have taken place in the education sector, that has modeled the current education system in the UK (Lazin, 2010). The education system has also changed to include elementary education, primary education, middle schools, and special education needs schools. The issue of equality is one of the changes that has taken place in the United Kingdom (Bartolome 2007).. In the past, there was a great gap between those who accessed education and the current rate of education accessibility. The education in the UK has also changed and become more technologically oriented.
In every education system, there is a hierarchy of the education system exists. According to Lazin (2010), the hierarchy of education system in the UK includes Nursery, which is non compulsory, primary, secondary, Post-16 Education, which include A-Levels, Higher education such as a Bachelor’s degree, Masters Degree, Doctorate, as well as the system that accommodates international students. Perhaps, the hierarchy in most cases depends on the seriousness of an individual on education. The only compulsory education in the research system of education in the UK is the primary and secondary. These levels include children who are at the age of five years to sixteen years of age. The other level depends on an individual since it is not compulsory in nature. Those who have the potential to complete the hierarchy are in most cases considered to be serious.
Undeniably, education is taken to be a form of control in one way or another. According to Davies (2012), education goes beyond the intellectual goal, since it helps in social development among individuals. Moreover, education is seen as a tool of lifelong learning, which implies that anyone who goes through education system has social control component. Studies show that an individual who undergoes the education system is made to focus on the education process rather than diverging to other criminal or unproductive activities. Furlongur (2002) says education also streamlines individuals towards a certain perspective. This means that education is one form of control in society. Education is a form of control on various grounds, which include handmaiden, socialization, social change, as well as liberalism (Bartolome 2007). In fact, education in the world is seen to be a form of control since passing through the education system is believed to have a predetermined outcome.
There is a difference between the ideology of teaching and the reality. Ideology of teaching focuses on ensuring that knowledge and the extent at which children would receive knowledge. The ideology of teaching of depends on the set of ideas, systems, class, as well as content. The ideologies of teaching have two crucial dimensions which include the methods and goals (Davies 2012). The methods used should be focused on attaining the intended goals. The ideology of teaching is to impart knowledge to students at equal level, which is capable of producing equal opportunities for all education. In addition, the teaching process should ensure that the students receive the best in their life’s. In reality, this is not what happens in the education sector. The children do not receive equal teaching platforms. The teaching avenues differ; hence, producing a discriminatory outcome.
Reference List
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BÖTTCHER, J. (2009). Education in England Gender Inequalities in Secondary Schools. München, GRIN Verlag GmbH. http://nbn-resolving.de/urn:nbn:de:101:1- 2010090920479.
BROWN, R. 2004. Quality Assurance in Higher Education. The UK Experience since 1992. New York: Wiley
DAVIES, Brian. 2012. Social Control and Education. New York: Routledge.
FURLONGur, J. 2002. Ideology and Reform in Teacher Education in England: Some Reflections on Cochran-Smith and fries. Educational Research, Vol 31, No. 6, pp. 23-25
JONES, K. (2003). Education in Britain: 1944 to present. Cambridge, UK, Polity in association with Blackwell.
LAZIN, F. A., EVANS, M., & JAYARAM, N. (2010). Higher education and equality of opportunities: cross-national perspectives. Lanham, Md, Lexington Books.
SMYTH, J., & SHACKLOCK, G. (1998). Re-Making Teaching Ideology, Policy and Practice. London, RoutledgeFalmer. http://public.eblib.com/EBLPublic/PublicView.do?ptiID=169271.
TOOLEY, J. N. (2000). Reclaiming education. London, Cassell.
