Education in the United Kingdom is a comprehensive critical reference guide to education in England, Scotland, Wales, Northern Ireland, The Isle of Man, The Channel Islands, Gibraltar, The Cayman Islands, Bermuda, Anguilla and The British Overseas Territories. Although generically similar in education structures, the various components of the United Kingdom have separate systems, with some very distinctive differences. The chapters, written by regional experts, offer a review of contemporary national and regional educational structures and policies, research innovation and trends. Some of the themes covered include issues relating to the partition of Ireland, differences between maintained and independent schooling, language issues and radical alternatives in teacher education. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
'The transformational power of music education is illuminating throughout every page of this remarkable book. The authors vividly illuminate its wide-ranging position in society, constantly challenging the reader with new insights that relate to both the art and science of music-making. In a society that increasingly values sivual stimulus and instant gratification, music can sometimes seem peripheral and a littler more than ornamental. In reality it has the capability to change lives, an inspirational message communicated here with passion and conviction. A virtuoso and aspirational achievement!'-Professor Colin Lawson, Director, Royal College of Music, London, UK The landscape of music education in the UK is constantly shifting and developing. This book provides a timely and unique overview of this restless sector by considering the achievements of music education, analysing its current performance and setting out aspirations for the future. Music Education in the 21st Century in the United Kingdom addresses the power of music to influence and change human behaviour, analyses current and future issues in music education and casts a spotlight on particular areas of education, including early years, the primary school, the secondary school, further education, universities and conservatoires, music services, the music studio and the role of music leaders and community musicians. Written by experts in the field of music education, the book provides an authoritative account of the current status of music education in the UK. While essential to understand the current and future context in the UK, the book will be invaluable to those involved in music education internationally, as it includes chapters on the provision of music education for all children, listening, the role of singing, playing an instrument, creativity, the role of technology, issues of performance and assessment, learning through the lifespan and the initial and ongoing training of music teachers. It also includes a range of case study examples and evaluations of practice. The book is a landmark publication in the field of music education and will be essential reading for policy-makers, practitioners, music students, trainee music teachers and those who provide music services in the UK and internationally. 'As a reader from abroad, I found this collection to be a major achievement for music education in the United Kingdom. The United States and its music education leadership have much to learn from the chapters in this book. It shows not only how our two cultures struggle with the same fascinating challenges for music teaching and learning but also how we can be inspired to work for reform. Books like this are vital for all interested in the future of music education here and around the world.'-Peter R. Webster, John W. Beattie Professor of Music Education and Technology, Henry and Leigh Bienen School of Music, Northwestern University, USA
This accessible book provides a basic understanding of the structure and organization of education in the United Kingdom in a time of rapid change and devolved government. It is designed as an introductory guide and reference work for all with an interest in education, including trainee and newly qualified teachers, university lecturers, school-based mentors, and governors and managers. It contains an accessible summary of key issues and contributions from some of the best-known writers in the field.
Author: Great Britain. Department for Education and Skills
Publisher: The Stationery Office
This is the eighth edition of this publication which gives an overview of comparable statistics on education and training in the UK for the period 2002-03. Chapters relate to expenditure; schools; post compulsory education and training; qualifications and destinations; population; and comparable international data. Key findings from the report include: expenditure on UK education services in 2002-03 was [pound]53.8 billion, which represented 5.1 per cent of GDP.
The Complete Guide to Special Needs Education in the United Kingdom
Publisher: Kogan Page Publishers
Special needs provision continues to be the focus of much attention. A growing emphasis on the importance of meeting individual and often complex needs means that finding the right school for your child can be a complicated process. Schools for Special Needs is an indispensable aid for anyone investigating the legal and practical aspects of SEN provision for children and young people at all stages of education. This fully updated guide covers: assessment and identification of needs, statementing, suitable provision and school choice; all special needs from ADHD and Autism to Speech and Language Difficulty and Visual Impairment; where to seek help, parents' rights and the role of the local authority; the Special Educational Needs Code of Practice; directories of independent and non-maintained special schools, colleges and support services; state-maintained special schools, and mainstream independent schools with specialist provision.
This publication provides an overview of statistics on education and training in the UK. Many of the tables allow comparisons to be made over time and also between the four countries. Chapters relate to expenditure; schools; post compulsory education and training; qualifications; destinations, and population. The final chapter consists of comparative international data. Key findings from the report include: total expenditure on UK education services for the period 1999/2000 was £40.9 billion; the average class size in UK primary schools in 2000/01 was 26.4 pupils; and total expenditure on all levels of UK education for 1998 represented 4.9% of GDP, slightly below the OECD average. This compared to 6% for France, 5.1% for the United States, 4.6% for Germany and 3.5% for Japan.
This book provides a comprehensive understanding of how education has developed over the last 70 years within the United Kingdom. As education in Wales and Scotland continues to develop following increasing devolution, the contributors draw from personal accounts and practical experience to provide a comparison and evaluation of these differences. A critical stage in the history of education has been reached, particularly in light of the decision for Britain to leave the European Union: the authors explore the emergent fault lines and identify practical reforms. While this book will undoubtedly be of interest to educational historians, it will also be a valuable reference point for educationalists, practitioners and politicians. The contributors unpick the larger role of education in the United Kingdom and propose practical ways forward amid a time of crisis.
Providing information on the current development in library science education, student texts and background reading, this text includes documentation for overseas aid programmes and information for assessing equivalence of qualifications held by professionals from other countries. This volume, focusing on the UK, covers: the emergence of education for librarianship; specialist education for librarianship; education in academic institutions; education for library technicians and teacher librarianship; and questions concerning the maintainenance of quality in library education.
This book investigates the diversity of educational provision within the various parts of the United Kingdom. Building on the expertise of David Raffe and colleagues at the University of Edinburgh, who have been researching what they call ‘home internationals’ in education and who contribute two chapters, the volume includes studies of Wales, Scotland and Northern Ireland. The aim is to encourage reflection on the essential differences and the binding similarities of the systems which make up educational provision in the United Kingdom.
Volumes have been written about the value of more and better education. But is there sufficient evidence to support the commonly held belief that we, as individuals and as a community, should be investing more in education? This book explores that question in unprecedented detail, drawing on empirical evidence from an impressive array of sources. While much of the focus is on the educational system in the United Kingdom, the book offers lessons of international applicability. A state-of-the-art compendium on education policy and its impact on educational attainment, the book examines numerous large-scale data sources on individual pupils and schools. The questions the book considers are far-ranging: How much do teachers matter for children's educational attainment? What payoff do people get from acquiring more education when they enter the labor market? How well do education systems function to provide employers with the skills they want? The book concludes by issuing some strong policy recommendations and offering an evaluation of what does and does not work in improving educational attainment. The recommendations address such issues as school effectiveness, education financing, individual investment in education, government education initiatives, higher education, labor market rewards, and lifelong learning.