British education administration

下面为大家整理一篇优秀的assignment代写范文- British education administration，供大家参考学习，这篇论文讨论了英国的教育行政。英国的教育行政最大的特色就在于教育技能部和地方教育行政部门既非严格的中央集权制，也非绝对的地方分权制，而是中央和地方的密切合作。中央政府决定重大教育政策，地方政府拟定实施教育细则。现行英国的教育技能部与地方教育当局正是以这种协调合作的关系，通过沟通的方式来完成教育行政的任务。

The British parliament and cabinet control the central education executive power, and the department of education skills is the organization responsible for the actual education administration. One of the features of British education administration is that the education skills department and the local education administration are neither strictly centralized nor absolutely decentralized, but close cooperation between the central and local governments. The central government decides major education policies, and local governments draw up detailed rules for their implementation. According to the British public education system established by the education law of 1944, the head of the highest central education administrative organ has the final say on the national education policy and ensures the local autonomy, which has laid a foundation for the development of education in Britain after the war. It is in this kind of coordination and cooperation that the department of education and skills and the local education authorities in the UK accomplish the task of education administration through communication. It reflects the characteristics and development of British education administration from three aspects: curriculum policy, teacher education and community education.

As the UK has no national curriculum standard for a long time, its curriculum power is mainly in schools. Teachers have always enjoyed greater autonomy in history than teachers in any other country. Teachers have more "freedom" than teachers in other parts of the world, and the curriculum has not been imposed on schools from the central authority. The autonomy of teachers is mainly reflected in the curriculum, teaching materials and teaching methods. Although this can mobilize the initiative and enthusiasm of teachers, but the consequence is that "students often get insufficient knowledge, different grades of teaching content repeated each other, there is a greater fault, students because of the lack of preparatory knowledge, it is difficult to learn new things". After the 1960s, the British teachers' control of the curriculum was increasingly challenged, and the government began to intervene slowly. One of the important contents of the education reform law promulgated in July 1988 stipulated that all public schools in China should implement a unified national curriculum since 1989, and the traditional freedom of teachers to influence the curriculum as the main force was abolished. In this way, many curriculum decisions are taken back to the central government, which weakens the rights of teachers and local education authorities in curriculum decisions.

With the deepening understanding of the importance of teacher education, the British government's control and management of teacher education is gradually strengthened.

First, the government has promulgated many regulations and reports on teacher education. The James report published in 1972 put forward the famous "three-stage method of teacher training", which divided teacher training into a unity composed of three stages: individual higher education, professional training of pre-service education and in-service further education, and the report focused on the in-service further education in the third stage. The education reform law of 1988 strengthened in-service teacher training and improved teacher management. In 1998, the ministry of education and employment issued the green paper teachers: meeting the challenge of change, which stipulates that all new teachers should hold "employment resumes" and accept the systematic evaluation of key teachers and senior administrators when they are hired, and those who do not meet the requirements should leave their posts and return to teacher education institutions for training. Professional development: supporting teaching and learning, issued in 2000, proposed to implement the international professional development plan for teachers from 2000 to 2003, sending about 7,500 teachers to other countries for short-term research visits. The education law of 2002 promulgated in 2002 provides relevant provisions on teacher evaluation, salary and treatment and teacher qualifications.

Secondly, strengthen the quality control of teacher education. The white paper on "teaching quality", published in 1983, combines teacher training courses with teaching practices in primary and secondary schools to improve their effectiveness. Subsequently, the government established the association for the certification of teacher education, which is responsible for supervising teacher education in England and wales on behalf of the ministry of education.

The 1972 James report recommended that "in-service education of teachers should start from primary and secondary schools". Therefore, it can be said that the UK is the cradle of school-based teacher training. After years of practice, the school-based teacher training in the UK tends to be improved.

First of all, the relevant overall school training plan has been developed. The school's training program is developed with the participation of universities, primary and secondary schools as well as local education authorities, and the final decision is made in primary and secondary schools.

Secondly, the content of school-based teacher training is formulated. The content is designed by primary and secondary schools according to their own actual conditions. The learning content reflects the development needs of schools and teachers, and mainly focuses on teachers' abilities to be competent in teaching and even to innovate teaching.

In the 1990s Northern Ireland made it compulsory for new teachers at continuing education colleges who did not have a teaching certificate to obtain an institute of education certificate as part of their teaching qualification. Scotland made similar requirements in the 1993 Anderson report and introduced the continuing education teacher certification system in September 2001. The government's intention to require teachers in continuing education to obtain recognized teacher certificates was first stated in the learning times report and identified in the white paper academic success in 1999. Mandatory implementation of teacher certification system in England by the department of education and skills as well as the national continuing education training institutions, including DES is responsible for the enforcement of laws and regulations support and distribution part of the standard grants, FENTO is responsible for all staff continue to education field of career development, quality assurance and professional standards, and develop the relevant skills standards, such as evaluating the needs of the learners, learning process management, provide support for learners, etc will be included in the continuing education of the new teacher training program.

The concept of community colleges first appeared in the 1920s, which required the establishment of a village college combining several rural facilities, providing primary, secondary and expanded adult education, as well as social, cultural and entertainment facilities, to become a neighborhood community center. The compulsory education law passed in 1944 gradually made community colleges become universal educational institutions. Community colleges in the UK have different names such as Community School and Community Campus depending on different regions, but their values on lifelong education are the same.

In order to meet the needs of students, parents and the society, the government has introduced measures to realize the quality of education, namely "education action zone" plan. "Education action zones" are usually set up in towns and rural areas where the local education authorities are weak in leadership and students' academic performance is poor, and they need special support. The total number of schools should not exceed 20. In terms of curriculum, "education action zone" schools are no more bound by the government's national curriculum than private schools in Britain. In terms of personnel, it is free to appoint principals and teachers without being restricted by the current national regulations on teacher appointment. In addition to the regular school budget, the government provides an additional 250,000 a year for each "education action zone". In June 1998 and November 1999, the government published two lists of 25 and 41 "education action zones", almost all of which involved private enterprises. The plan deprives local education authorities of some administrative power and management power, and private companies will establish a closer long-term partnership with schools to bring new skills, experience, funds and working methods to school education, thus leading to the improvement and improvement of the quality of the weak schools in the action area.

In order to promote the development of information technology and informationized education, the British government has designated 1998 as the "year of the Internet", formulated the national online learning plan, and set up the "British education and communication technology agency". The government also agreed with bt to give free Internet access to every school, hospital and library. Develop a program called the national learning network, which provides educational software and a quick and easy online service. The government has also asked computer companies to give each child a free laptop so they can have more information and use it creatively. In addition, the government provides free computer training to job seekers, rents computers at low prices to poor families and presents old computers that have been recycled and repaired. In 2003, more than 300 major public places, including cinemas, post offices and railway stations, completed plans to provide Internet facilities. 100% e-government by 2004; By 2005, every family will have Internet access. In addition, in order to improve the teachers' ability to apply information technology, government support, primary and secondary school teachers equipped with computer and connection information highway, and in 2002 decided to a total of 600 million pounds of information technology training plan and tries to learn computer and master the Internet training teachers to improve the teaching quality of primary and secondary schools, so that more complete "national learning network".

In order to meet the requirements of parents on public education, the British government decided to introduce the "market economy theory into education" and implement the privatization of public education, so as to enhance the competitiveness and effectiveness of public education and launch a series of measures.

According to the education reform act of 1988, any public secondary school and public primary school with more than 300 students, with the consent of parents, can apply for independence from the control of local education authorities and become a direct funding school. After transformation, the school directly receives the funding from the central government and enjoys the same autonomy as independent schools. According to a 1992 government education white paper, nearly 3,300 schools have been approved for direct funding, distributed to more than half of local education authorities.

The education reform law of 1988 expanded the right of parents to choose schools and implemented the open enrollment policy. Prof lawton, from the institute of education, university of London, said: "open enrolment is the result of intense private pressure to increase parental power by requiring all schools to accept the maximum number of students, rather than just completing the enrolment plans set out by local education authorities." The act stipulates the standard admission number, within which the school shall not reject the students' application for admission. If the number of applicants exceeds the standard enrollment, the district gives priority to students, but parents have the right to appeal the decision.

In 1985, the British parliament issued the green paper on the development of higher education in Britain in the 1990s, which was a prelude to the marketization of higher education in the UK. The government urged higher education in the UK to step out of the ivory tower and strengthen the links with industry and commerce, local enterprises, communities and all employers including students. The 1987 white paper higher education -- meeting new challenges, on the basis of reaffirming the green paper's main contents, such as "strengthening links with the market" and "who can benefit and who will enter higher education", emphasized the improvement of quality and efficiency through higher education itself.

The British government not only emphasizes the responsibility of vocational education, but also strengthens the connection between vocational education and industry, highlighting the position of enterprises in vocational education and training. The marketization of vocational education requires that educational institutions, as a main body of the market, must have the right to operate independently. Thus, the continuing and higher education act of 1992 brought to market all institutions providing continuing education and training programmes in England and wales, with the continuing education institute and the local institute operating independently.

Since the 1990s, the concept of "student-centered" education has reached a consensus among British educators and administrators, which is reflected in all aspects of British education. In terms of Special education, since The enactment of The Special Educational Need and Disability Act in May 2001, disabled children in The UK have received The same care as healthy children. Schools should meet strict requirements and treat healthy children and disabled children equally. In education aspects of The term, in March 1998, The British government launched The National Childcare Strategy, The goal is to increase employment, improve The quality of preschool education service and provide a wider range of support for The family.

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