Importance and Role of Education

By The Assignment-Writing

Report on Importance and Role of Education

Introduction to Education

Education is the imperative field of learning and development. It helps the company to gain in-depth knowledge of certain aspects and determine the career development of the individual. This report is based on national policies and initiatives undertaken for the education of 1419 year olds. In addition, working with certain age groups in the field of education and training is also emphasized. Above all, relationships between schools and other learning service providers for the 1419 age group. In addition, an analysis was performed on teaching, learning and assessment methods. So the learning styles are also explained to ensure the right type of learning strategy for the students.


National policies and initiatives on education 1419

For the education of the 1419 age group, the UK government has taken several initiatives and imposed various national policies. For example, 1,419 higher education program reforms focused on preparing graduates for higher education. Likewise, the necessary skills, training and development are also provided to define the UK's economic development (McMillan and Schumacher, 2014). This policy helps to make changes in a planned way so that the new update for 1419 can be implemented. The main goal of this initiative is to provide a wide range of learning pathways for young people and to prepare everything related to their studies. For example, how and where students aged 1419 study and when they graduate, etc. Ofsted School Standards - Ofsted School standards are also set by the UK government which indicates that each student's progress since admission should be reviewed. . In addition, it covers the following aspects and therefore an inspection is carried out. For example, to what extent is the development of skills such as reading, communication, and writing as well as mathematics happening and to what extent students are applying them (Schunk, Meece & Pintrich, 2012). Likewise, it is analyzed to what extent the needs of students with disabilities have been met since joining. These distinguishing factors are taken into account by the competent authority so that an effective strategy can be implemented to address similar issues. It helps allow students to progress from their starting point. This is a factor that helps measure the success of government initiatives (Frenk et al., 2010). Each learner counts Each learner is counted on 5 different things, such as health, safety, enjoyment, and success. Along with that, positive contribution and economic well-being are some of the criteria for students aged 1419. In this regard, the UK government has published Every Child Matters (Green Book). It is shown that students under the age of 1419 benefit from a safe environment and appropriate learning facilities to ensure their maturation and development (Bruner, 2009). The UK Government has also launched initiatives to develop society and the workforce, which take into account the individual needs of people. Therefore, action plans are implemented by the government to bring about stability (Seidman, 2013). This makes it easier to support the UK's economic growth as the workforce is developed through different types of training and development programmes. On the other hand, PLTS is a framework made up of six groups. It includes independent surveys, team workers, effective participants, and self-managed people. In addition, creative thinkers and reflective learners are included in the PLTS framework. This helps to become an integral part of teaching and learning so that the 1419 age group can receive appropriate assistance. Here it is ensured that learners apply the six groups in a very unique way, since all of these groups are interconnected (Knowles, Holton & Swanson, 2014). In addition, the students who form a single learning base receive help from all the mentioned aspects. It facilitates the development of their global skills and ensures their rapid development. On the other hand, the leaflet is prepared for the planning and implementation of the PLTS. This leaflet includes a set of questions about the program such as what to achieve and how and when to achieve it are also outlined in the leaflet. It is effective in achieving the PLTS goal at the right time. In addition, a detailed explanation of the PLTS framework was given as follows Independent Investigator This is the first item related to the PLTS, in which young people under 1419 identify different questions to be answered as well as the problem to be solved. In addition, planning is made to carry out the research so that the consequences of the decision are appreciated. Likewise, issues and events from different perspectives are explored through which individuals can effectively accomplish their tasks (Siemens and Long, 2011). Team Staff This is the second element of the PLTS framework, which focuses on cooperation between people to achieve specific goals. In addition, they confidently accept their responsibilities and carry out their duties. In addition, all team members provide constructive feedback and support to complete assigned tasks on time (Boud, Cohen & Sampson, 2014). Effective Participation This is another element of PLTS where the focus is on problem discussion and solution-seeking attitudes among all team members or learners. In addition, with the active participation of all young people, the task is broken down into manageable steps to carry out learning activities (Calhoun, 2008). In this context, young people seek opportunities by engaging in difficult situations. It explores their capacity to respond positively to new priorities. In addition, Rat people under 1419 should try to control their emotions and establish a good relationship with their partner. Learner Reflection This element of PLTS focuses on identifying opportunities and threats of learners for self-actualization (Frenk et al., 2010). They set goals and success criteria to ensure their own development in the most appropriate way. Creative Thinkers This section focuses on generating ideas and exploring possibilities in young people. It facilitates the adaptation of ideas to the changing scenario so that the knowledge gained can be implemented taking into account the practical aspect.

Legal framework and key legislation to teachers working with the 14–19 age range

Key frameworks and laws established by the UK government for teachers working at 1419 years old. These are explained as follows & nbsp; National Professional Qualifications These are professional awards common in Wales, England and Northern Ireland. It is achieved with structured training and assessment programs. However, they are also known as Scottish Vocational Certificates in Scotland (Zimmerman, MurilloSánchez & Thomas, 2011). Moreover, obtaining this award has proven to be effective in determining the quality of teachers of working age 1419. This shows that this fellow has the qualities necessary to effectively deliver learning to students. For example, the NVQ describes a person's role for a current position so that their salary can be determined accordingly. The more experience you have, the more likely you are to be hired. However, teachers must have sufficient experience in the field in which they are providing their current service. This leads to motivate the students and increase their knowledge. For this reason, the government or authority ensures that there are specific criteria for selecting teachers to ensure youth learning (Seely Brown, 2008). In addition, the structured work experience helps the company move forward in the development and social direction. The following key law should be kept in mind when providing education to the 1419 age group. It helps protect the rights of all people in society and gives them equal learning opportunities. These key laws have been outlined as follows Equality and Diversity Everyone has the freedom to pursue an education and be admitted to the school of interest. In addition, the Equality Act ensures that at school and at the training center there must be equality among students. As a result, the government or legislative framework describes that schools and businesses must respect the cultural diversity that exists among teachers or students. Equality Act 2010 The Equality Act 2010 was proposed by the UK Parliament. The main objective of this law is to provide equal treatment to all residents of the country. Under this law, no one may be discriminated against on the basis of age, region, race and ethnicity. It facilitates the development and foresight of the country (McManus and Dhar, 2008). Likewise, in order to obtain public, private and employment services, one must follow this law. In addition, there are special protective measures for pregnant women. As a result, the Equality Act is proving effective in providing education for the 1419 age group. Equipping our teachers for the future This is a legal framework created by the national government to provide New service for student teachers. It facilitates the introduction of the new Qualified Teacher Learning and Competence Award in order to be able to provide better quality teachers in learning centers. Accordingly, other measures are also included, through which high standards are set to support teachers in the workplace (Kim and Free, C 2008). For example, lifelong learning in the UK is promoted through investments in suppliers and partnerships. Here, the existing regulations are also revised from time to time so that the qualifications of teachers can be improved with the introduction of similar training programs. It has a direct impact on reading, writing, numeracy and language skills as well as additional teaching strategies for 1419 year olds. In addition, this section includes offers for internships for teachers, research institutes and scholarships, as well as profiles with partners.