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Example research essay topic: Focuses Attention Educational Process - 1,996 words

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How effective are the proposals in "SUCCESS FOR ALL" in supporting and developing teachers. Education is very important part of our life, so no wonder that our government focuses great attention on both: education process and the teachers being the integral part of good educational system. Both federal and state legislation are increasingly calling for education dollars to be spent for specific approaches and even for specific programs (Pogrow, p. 15) From the very beginning there was only one aim to give possibility for obtaining good education and to give all the people knowledge and necessary skills, which are very important for their future life. The level of education influences not only improvement of life position of one person, but the whole society in common (Grehan A. , p. 23). We cannot say that weve already reached this aim, but this is the reason our government proposes different ways and methods of its improvement. One of the important things is the part concerning the teachers.

To improve current level of education in the country we need to realize that numerous programs which are aimed to support and develop teachers are very important (The 'Fit', p. 39). We will examine one of such governmental programs, which is focused mainly on further education (Further Education, ch. 5), training, support and development of teachers. Success for All is governmental reform program, which was specially created to transform quality and responsiveness across the learning and skills sector (Success for All Website, homepage) and to raise the number of qualified lecturers, teachers, trainers and managers and to increase access to continuing professional development (Reforming Further Education and Training, p. 37). This change program was created by the Department for Education and Skills (DfES) and the Learning and Skills Council (LSC).

As we can see from official documents, presented on its official website, this program is quite interesting and promising. Success for All has four main directions: Meeting needs and improving choice (Success for All Website), which includes 3 -Year Rolling Capital Programme as well; Putting teaching, training and learning at the heart of what we do (Success for All Website) (includes Learning Frameworks, Standards of new teaching and focuses attention on the expansion and popularization of distant learning and e-learning); Developing the leaders, teachers, trainers and support staff of the future (Success for All Website). This theme focuses attention on different kinds of programs, which develop and support teachers. Actually, well examine this part of Success for All more carefully, because it is closely related to the theme of our discussion. This section includes programs and trainings for teachers, continuing professional development, and other programs for teachers of Further Education in the UK. Developing a framework for quality and success (Success for All Website).

This part contains new measures of success, development plans, which are focused mainly on improvement of education standards. The learning and skills sector has never been so important to the Governments agenda as it is today. It is pivotal to our overriding objective to strengthen Britain on the dual and inextricably linked foundations of social justice and economic success Our commitment, embodied in the Success for All strategy, is to give you the tools to make this aspiration a reality (Clarke, 2002). So, what were the proposals of this program? Were they really successful? Did they improve the current situation, especially for teachers of Future Education in the UK?

How effective would be all those proposals of Success for All? It is one year since the program was started. In such a way we can see the progress and can compare the aims and expected results. Moreover, we can discuss their possible effectiveness in the nearest future. We can see some improvements in the current situation regarding education in the UK, and can assume that the program in common is quite successful and useful.

As it is written in the document, resuming achievements of the first year, college success rates for all qualifications have increased from 59 % in 2000 / 01 to 65 % in 2001 / 02 (Success for All The First Year, p. 3). We can see other improvements in level of education and level of teachers further education as well. Still, we need to understand that education of teacher is not complete when he finishes his training. Lifelong education must be the integral part of teachers life (Hopkins, p. 18). Success for All proposes a number of such programs.

Due to them, the professional skills of teachers are always up-to-date in accordance with change in needs of their students and learners. The idea of development of lifelong education and establishing special centers and institutions for teachers can ensure that teachers are professionals and experts in their subject. It also includes new high standards of learning and support for the teachers across the learning and skills sector. Change program Success for All supposes that the quality of training a teacher receives affects their teaching throughout their career. It affects the achievements and life chances of their students (Equipping Our Teachers for the Future, p. 4). Some of the goals and aim are as follows: the 14 - 19 reform strategy, the improvement of skills (language, literacy and numeracy skills) of more than 2. 25 million adults by 2010, as written in Equipping Our Teachers for the Future (p. 5), increase of desire to receive higher level of education for young people, etc.

Sure, these goals cannot be achieved without good foundation on which to build (p. 5). Although the level of teachers in the UK is very high, there is no limit for perfection. No wonder that training programs for teachers have the aim to improve the professional qualities and skills. This improvement relates not only to the subjects and skills they teach but also the skills of teaching (Equipping Our Teachers for the Future, p. 5) DfES published guidance, which helps to determine the best way of learning for young people.

It embraces the key points for 16 - 19 year olds. The Centre of Vocational Excellence (CoVE) program focuses attention on developing of vocational provision. There are approximately 250 CoVE centers in colleges, what means that more than half of all English colleges have CoVE center. The other governmental program is work-based one.

It is specially created for those young people who are not able to enter a Modern Apprenticeship. It helps young people to perfect their knowledge and to make progress in their way as well as to give them more opportunities. Good point of this program is that those learners, who will decide to start Modern Apprenticeship before they reach 25, are funded for the full term of their studying. All these novelties will help teachers in their hard work.

What about the teachers? Are there programs aimed for development and training of teachers in their educational process? Weve already spoken about different programs of lifelong studying. According to publication Success for All the First Year (p. 11), we see planned development of regional network of teaching and learning practitioners and a major programme of associated professional development for further education teachers and trainers. National freephone helpline for college governors, established with help of the Association of Colleges, is very helpful. It gives the opportunity to get an advice or help during the educational process.

It includes guidance and support for teachers in their work. According to information of Success for All the First Year During the six month period ending September 2003, the helpline received over 6300 calls and issued 2490 information packs (p. 12). Also the Institute for Learning is defining standards of continuing professional development, so that teachers and trainers can demonstrate that they remain up-to-date in terms of their professional competence (p. 12). The National Institute for Adult and Continuing Education (NIACE), the Standards Unit and the Learning and Skills Development Agency also develop programs of support for the teachers. Success for All proposes methods of encouragement of more professional teachers. In such a way they develop program, which will give award of Qualified Teacher Learning and Skills (QTLS) to those professionals, who meet the necessary standards.

Those teachers, who start their professional career, will receive guidance to teaching, including all basic skills and knowledge, which is necessary for initial start. QTLS award will take five years to complete the course. This award will consist of two parts or grades and depending on the grade of QTLS, the teacher will have right to teach definite subjects or to have definite obligations and rights. For example, those teachers, who will have full QTLS award, will have possibility to take on more areas of responsibility. And, what is the most important, five-year period will provide new teacher with all necessary skills (especially practical skills and knowledge). During participation in this program the teacher will be able to create individual learning plans with help of professionals.

It isnt a secret that modern technologies are constantly changing and educational process is no exception. So, the teacher will receive professional assistance in perfection of his teaching skills. As far as this program is aimed to improve literary and language skills, each teacher should demonstrate that he corresponds to specified standard by the end of this course. There will be mentoring of teachers in their workplaces, so teachers learn additional methods of educational process, which helps them to be more competent and up-to date.

E-learning as part of this program is also very important. Due to development of new technologies it is very easy to use them. In such a way the teachers will be able to choose the time and frequency / duration of their learning. The teachers will have to pass through stage of initial assessment, which includes accreditation of prior learning. Depending on the results of this stage, the teacher will receive his individual plan. The second stage is passport to teaching award.

It doesnt have time limits and is based on individual learning plan. The third part includes the process of learning, where the teacher gets all necessary knowledge and skills. After he gets the award by Institute of Learning, he becomes qualified teacher and receives full license to practise. After that he continues professional development phase, which is usually based on option units.

Such system will be able to increase the number of professionally qualified teachers and will help them to organize and modify their learning and teaching processes. Usage of different techniques, based on new technologies will make the process easy and interesting. In such a way we can resume that new proposals in Success for All in supporting and developing teachers are really effective. Bibliography: Clarke, C.

Success for All: reforming Further Education and Training. November 2002 Equipping Our Teachers for the Future. Reforming Initial Teacher Training for the Learning and Skills Sector, Department for Education and Skills. Retrieved January 23, 2005 < web > Further Education, ch. 5, Section 2. Retrieved January 23, 2005. < web > Grehan, A. , Dr. Ross, S.

M. Success for All. Business Perspectives, Vol. 13, Spring 2001 Hopkins, D. , Harris, A. , Youngman, M. An evaluation of the initial effects of Success for All in Nottingham (a research report for the DfEE). Nottingham: Centre for School and Teacher Development, 1998. Hopkins, D.

Success for All part one. Literacy Today, issue 21, December 1999. Hopkins, D. Success for All part two. Literacy Today, March 2000. Pogrow, S.

The Unsubstantiated 'Success' of Success for All: Implications for Policy, Practice, and the Soul of Our Profession. Phi Delta Kappa, Vol. 81, 2000 SUCCESS FOR ALL Reforming Further Education and Training Our Vision for the Future. Retrieved January 23, 2005. < web > Success for All The First Year, Main November 2003. Retrieved January 23, 2005. < web > Success for All Website. Retrieved January 23, 2005. < web > Wordsworth, J.

The 'Fit' between Success for All and the National Literacy Strategy. Nottingham: Centre for School and Teacher Development, 1998


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Research essay sample on Focuses Attention Educational Process

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