Summarise the Roles and Responsibilities of National and Local Goverment for Education Policy and Practice

Topics: Education, Local government, Higher education Pages: 6 (1911 words) Published: May 29, 2013
LEARNING TDA 3.2 6.1 6.2 6.3
Summarise the roles and responsibilities of national and local government for education policy and practice National government are responsible for devising policies and ensuring that they are implemented. The UK government is split into two departments that deal with education in England. The first is the Department for Education who work with children aged up to 19, with any issues they may have from child protection to education matters. Their aim is to improve the opportunities and experiences for all children and the professionals working with them by focusing on giving more support for the poorest and most vulnerable children in England, to ensure they all receive the same level of education and equal opportunities as their peers regardless of background. As well as policy setting they are looking at new ways of developing the quality of services for children under the five outcomes of Every Child Matters. They have also set up and administer school league tables, which do not show how much progress has been made, just high achievement and not all pupils are going to be academic achievers and this will not recommend a school to prospective parents. It should not just publicise results from A* to C at GCSE, but show how much progress has been made by the students. Not all students are going to be academic and would prefer to study vocational courses and this should be taken into account. Central government is responsible for the school/education budget; they determine which local authorities should receive it and what amount. The Department of Education is responsible for:

* Setting the national curriculum
* Early years foundation stage, which the schools and nurseries (including private nurseries * Funding research into projects for education
* Workforce reform/promoting integrated working
* Developing the roles of voluntary and community organisations, charities and other sectors that work with children Recent governments have realised how important the care and education of young children is and what impact it can have on them. The four nations from the UK have taken slightly different approaches to how early years education will be delivered. We are at present in the early stages of working within their frameworks. In September 2008 the government (English) introduced a new statutory curriculum for children from 0 – 5 years who are being cared for or educated away from their homes. The framework applies to; childminders, after-school clubs, nurseries, pre-schools and schools, irrespective of how they are funded. In addition to the education programme the EYFS also includes welfare requirements. This was designed to ensure that all children regardless of background or circumstances would have access to a quality early years education. There is a series of outcomes for each area of learning so that teachers can measure this and have a clear focus for their work. These outcomes are called the Early Learning Goals. The aim is for the child to meet them by the end of their reception year. These goals are important as they form the building blocks for the children’s later education. Children’s Centres provide a range of early years services from the expectant parent to children aged 0-4 years. These are sometimes described as a’ one stop shop’. This will include childcare, health, parenting and family support services. In the most deprived areas there may be a requirement to ensure the delivery of day-care, where this is unavailable. Many Children’s Centres are located on school premises. Whilst primarily designed to provide services for pre-school children the buildings can also support schools to deliver ‘Extended services’. Many Children’s Centres work in partnership with their local Education Improvement Partnership, to ensure joined up approaches to support families to meet their children’s needs in a ‘learning...
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