Tda 3.2 Schools As Organisations Essay

Tda 3.2 Schools as Organisations Essay
Assessment task – TDA 3.2 Schools as organisations Task 1 links to learning outcomes 1, 2, 3, 4, 5
and 6, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1 and 6.3.
Knowing how schools work as organisations would support your work in education. Provide
evidence that shows you can: a) Summarise entitlement and provision for Early years education
There are different types of childcare options available for 0–5 year olds, these include: Sure Start
Children's Centre: Working with parent's right from the birth of their child, providing early years
education for children, full day care, short–term care, health and family support, parenting advice as
well as training and ... Show more content on Helpwriting.net ...
Voluntary –controlled schools are funded and run by the Local Authority, like above the school,
Employs the school's staff, and Sets the admissions criteria. The school land and building is owned
by a charity, this will often be a religious organisation, which also appoints some of the members of
governing body. The special educational needs (SEN) team are supported by a very active group who
make sure that they provide a range of activities to meet the needs of our ever growing community of
special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to
work together to ensure good practice to promote effective approaches to enhance the students
learning with Special Educational Needs. Independent schools sets out their own curriculum and
admission policies as the Head Teacher and the governors decide on the admissions policy these
schools are funded by parents and also from income from investments, half of them have charitable
status. All the independent school must be registered with the Department for Education. Academies
schools are set up by sponsors from businesses and are independently managed schools which jointly
fund the land and buildings, they do still have very close links with the Local Education Authority,
and the government does still cover the running costs. A free school is a school in England funded by
the taxpayer, academically non–selective and
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Unit 205 Teaching
unit 205Outcome 1 Know the different types of schools in the education system 1.1 There are two
types of schools: Independent schools which rely on fees, have their own entrance exams and follow
their own curriculum. Types of Independent Schools: Preparatory School All–Through School Public
School Independent Grammar School State schools are run by the government, receive funding and
have a set curriculum: Types of State Schools: Grammar Academies Community Trust Free
Specialist Voluntary 1.2 Independent schools rely on fees and money from investments they don't
receive government funding. They will have an entrance exam and they also devise their own
curriculum framework. Independent schools have ... Show more content on Helpwriting.net ...
Safeguarding is in place to prevent abuse of children. c) Teaching and learning policy such as
inclusive practice are there to help teachers and learners achieve better results by using anti–
discriminatory practice. Outcome 6 Know about the wider context in which schools operate 6.1
National governments role and responsibility regarding policies and practice is to set an initial
standard nationwide with laws and acts, such as health and safety. The local government's
responsibility in relation to policies and practice is to identify the needs of the local community
education system and ensure that the schools are working to identify and help support the community
in a safe and positive manner. 6.2 The roles of schools in relation to national policies is to ensure that
the environment in which children and young people are to learn is safe inclusive, promotes positive
behaviour and relationships and provides opportunities for children to reach their potential. 6.3 Youth
offending team would initially help a child or a young person and their family in order to correct
issues a child may have that leads them to consistently break the law. The team may also liaise with
other agencies such as schools, social workers and attendance officers. The idea of multi–agency
working is to support all aspects of a child's development and therefore the aim of the collective

Childhood Obesity Policy Summary
Childhood obesity is one of the major health challenges of the 21st century. (World Health
Organization, 2016). In the last 30 years, obesity has more than doubled in children. Overweight and
obesity are the result of caloric imbalance and can cause physical and psychological problems in
children. A global shift in dietary habits and lack of physical activity play a crucial role in childhood
obesity. Healthy lifestyle habits, such as healthy eating and physical activity can reduce the risk of
becoming obese. School plays an important role in establishing a safe and supportive environment
with policies and practices that support healthy behaviors (Centers for Disease Control and
Prevention, 2015). The fifty state legislation on childhood obesity policy was enacted in 2013. Many
states including, Texas has enacted some type of school nutrition legislation but not on physical
education (National Conference of State Legislatures, 2013). Therefore, the author decided to contact
a policymaker, a local school board member of Plano, Texas to implement the existing policies of
school nutrition and physical activity.

Essay on Schools as Organisations
TDA 2.5
Schools as Organisations
1.1: Identify the main types of state and independent schools.
1.2: Describe the characteristics of the different types of schools in relation to educational stage(s)
and school governance.
Primary schools – funded by the Government and cover key stages 1 & 2.
Secondary schools – funded by the Government and cover key stages 3 & 4.
Academies – State maintained but independently run and cover key stages 3 & 4.
Nurseries – funded by the Government and cover the EYFS stage.
Colleges – for 16– 18 year olds offering vocational training and A levels.
Grammar Schools – funded by the Government and cover key stages 3 & 4 but pupils are selected by
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They will prepare and manage all classroom resources, display and mount all work, help supervise
the children in class and also at playtime on a rota.
Site manager and Assistants – is responsible for the maintenance and security of the school ensuring
it is fit for purpose which will include the use of experts when necessary for repairs. They are also
responsible for the site assistants who clean the school. The assistants clean the school at the end of
the day and also will enter the school in the holidays to do cleaning which cannot be done in term
time.
Kitchen manager and Assistants – They are responsible for the provision of a choice of lunch to all
pupils and staff. They must ensure the management, preparation and cooking of the food meets all
the required food safety standards and that the kitchen meets all the health and safety standards.
Mealtime Assistants – are responsible for the welfare of the children at lunchtime whether that is in

the dining hall, classroom or playground.
Administrator – works in the school office dealing with telephone calls and visitors. They are also
responsible for the registers and updating the attendance records, the collection of any monies for
school trips etc, the administration of medication to children, the contact details and all paperwork
required by the head and deputy head teachers.
2.2: Describe the roles of external professionals who may work with a schools e.g educational

The Legislation Of Teacher Rotation Policy
Quality
An intensive debate over the quantitative or qualitative aspects in education has been sparked in
policy planning. However, there is a new consensus among policy makers that the achievement of
quantity in education will ultimately rely on the quality of education available (UNESCO, 2004).
The importance of good quality is emphasised in the Dakar Framework for Action: Education for All
(EFA). Goal 2 lists the provision of "compulsory primary education of good quality" as a collective
commitment, while Goal 6 commits nations to improve "all aspects of the quality of education and
ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills" (UNESCO, 2000, p.15–17). The legislation
of teacher rotation policy in China is a national campaign towards EFA goals with particular attention
to quality improvement in education.
Quality is positioned as a strategic objective in the national policy document. It is internationally
recognised that teacher professionalism plays a central role in education quality (Avalos & Barrett,
2011). Policy makers and researchers come to agree that among all the school–based practitioners,
teachers have the greatest influence on student achievement (Santiago, 2002; Schacter & Thum,
2004). UNESCO (2004) also lists "processes (competent teachers using active pedagogies)" as one
of the indicators of good quality education (p.29). Analogously,

Out Of Home Care Case Study
Issue To provide strategies and policy options to keep children and young people in out–of–home–
care in education with a relatively satisfied performance, and to help the government in training and
supporting for foster carers as they play a significant role in the academic performance and
development of the children and young persons under their care.
Background The poor performance in educational outcomes for children in out–of–home care
(OOHC) has been an internationally recognized concern for decades (Townsend, 2012). For those
students in OOHC, it is extremely hard to learn and achieve satisfactory educational outcomes
(Berridge, 2012). Queensland research shows that the performance of other Queensland students on
the National ... Show more content on Helpwriting.net ...
Stakeholder Analysis and Current Situation The Australian government is one of the key
stakeholders and/or policy actors in the making of educational policies for children in care and foster
carers. Children in care are usually considered as being in the care of the state, where their safety and
welfare are protected by the government (Townsend, 2012). The NSW Government plan pointed out
a shared approach to child wellbeing stating that each preschool and school aged children and youth
has their personal education plan within 30 days of entering OOHC, and the plan will be inspected
and reviewed annually by the Department of Education and the specific case worker (NSW
Department of Education, 2017). The 30 days education plan demonstrates the current intervention to
provide youth with adequate education in response to OOHC placement. Current policy
acknowledges the need for foster parents/caretakers to work interdependently with social services
(Townsend, 2012). It is important for policymakers to understand and empathies with the struggles
and needs of children in care because evidently they face the brunt of the situation. Foster carers are
evidently

Tda 2.5: Schools as Organisations Essay
1.1. Identify the main types of state and independent schools.
Primary schools
Secondary schools
Academies
Nurseries
Colleges
Grammar schools
Free schools
Faith schools
Foundation schools
Private schools
Private nurseries
Special needs schools
1.2 Describe the characteristics of the different types of schools in relation to educational stage(s)
and school governance.
Primary schools – Funded by the Government and cover key stages 1 & 2.
Secondary schools – Funded by the Government and cover key stages 3 & 4. Academies – State
maintained but independently run and cover ... Show more content on Helpwriting.net ...
Teaching Assistants support classroom management and assist with general administration. They
help manage pupil behaviour and support pupils' health, safety and emotional/social development.
Teaching assistants establish relationships with learners and help pupils to access the curriculum.
They support the development and effectiveness of work teams, work with other professionals and
liaise effectively with parents.
2.2 Describe the roles of externals professionals who may work with a school e.g. educational
psychologist.
Educational psychologist Educational psychologists apply knowledge and understanding to help
parents, teachers and other adults working with young children. Each school has a link educational
psychologist who visits regularly.
Educational psychologists work with children who have a range of difficulties. Their roles consist of
them;–
Meeting people who know the child best (parents/carers and practitioners)
Assessing the child at home and in the setting/school

Reviewing the child's progress over time
Liaising with other agencies after consultation with parents/carers
Considering what specialist help would be beneficial to the child and discuss options with
parents/carers
Helping to plan arrangements for the child going to

Regulatory Roles In The Education Sector
4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and
enforce the legislative framework, including:
a. Cross Reference to Health and Safety unit 1.3/1.4 and
b. School specific regulatory bodies –
In England the school specific regulatory bodies is the Office for Standard in Education (OFSTED),
it is responsible for carrying out inspections of schools, colleges and children's homes by ensuring
that the excellence or quality of the service provided is satisfactory and adequate for all the
individual child and young adult.
As part of the inspection, they will gather information and evidence based on the practice, they
observe as well as the learning from the people after using the service. As per the evidence and other
information, then use this i.e. gathered information to make a professional judgement on the services
offered and it will then be published in an Ofsted report.
The Ofsted report contains the information related to the quality of provision in the aspects of
education, childcare, social care, as well as learning and skills and the subjects to the National
Curriculum. The Ofsted will also act as a supervisory body in checking that the premises, people and
the services that are being provided is suitable to take care , educating the children and potentially at
risk young people. If the childcare or a child's social care provider does not meet the suitable or
required standards then Ofsted will need them to

Drug Policy Essay
The President's Drug Policy
Introduction
The following is a summary of the President's policy emphasizing on the President's stated
objectives. Stopping drug use before it starts, providing drug treatment, and attacking the economic
basis of the drug trade are the main positions the President stressed. The President's policy was
analyzed by the important tasks played by law enforcement, schools and the community. The
apprehension of major drug organizations will be explained how they attribute to the policy. The
effectiveness of the President's drug policy will also be evaluated.
The United States government projected $25 million to support schools in school–based drug ...
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The President also increased law enforcement budget. Efforts will increase to disrupt major drug
trade organizations. DEA's task will also include trafficking organizations on a consolidated target
list given by the Attorney General.
Manpower for the Organized Crime Drug Enforcement Task Forces will increase to put a balance
between investigative and prosecutorial positions. More and more staff will be hired to eventually
have a ratio of one Assistant U.S. Attorney for every 4.5 investigative agents. Included in this
expansion is the OCDETF Fusion Center. Sixty positions will be provided to analyze drug trafficking
and related financial investigative information. This improvement will result in the fusion center
being nationwide.
Another enhancement is funds for the Internal Revenue Service. The IRS's uses its resources to
identify, disrupt, and dismantle the financial communications of drug trafficking organizations.
Aircraft hours will also increase from 200 to 600 per month to provide radar coverage in terrain
where vehicles are limited to surveillance.
Law Enforcement including, DEA, FBI, U.S. Customs and Border

Unit 2.5 Task 1.1 Identify the Main Types of State and...
Unit TDA 2.5: Schools as Organisations Task 1 1.1 Identify the main types of state and independent
schools All children aged 5–16 are entitled to a free place at a state school and most families take up
this place. Schools across England are funded and managed in different ways and will vary
depending on the age of the child. There are four types of mainstream state schools funded by local
authorities which are known as maintained schools. They all follow the National Curriculum and are
inspected by Ofsted (the government's Office for Standards in Education, Children's Services and
Skills). Community schools are run by the local education authority (LEA), which employs the
school staff, owns the land and buildings and sets the ... Show more content on Helpwriting.net ...
These could be community, voluntary–aided or controlled, or foundation special schools. Some
special schools are independent. Specialist schools State secondaries often specialise by placing an
extra emphasis on one or two subjects. Schools can specialise in: the arts, maths and computing,
business and enterprise, music, engineering, science, humanities, sports, languages, and technology.
Secondary schools must apply for specialist status and receive additional government funding as a
result. Different types of schools cater for children at different stages of their school life. Nursery
schools are stand–alone schools for children aged three and four. They have their own head teacher
and staff. Some are state–funded and others are privately run. Primary schools cater for children aged
4–11. While at primary school, children start with the Early Years (Foundation) curriculum, followed
by Key Stage 1 and Key Stage 2 of the National Curriculum. Secondary schools cater for children
aged 11–16 or 18. They take pupils through Key Stages 3 and 4 of the National Curriculum. 1.2
Identify the main key stages The National Curriculum State schools in England must teach a range of
subjects according to targets set by the National Curriculum. This was established in 1989 to ensure
the same standards of teaching and learning across the country. The National Curriculum covers
learning for all children aged 5–16 in

Unit 302
Level 3 Diploma in Specialist Support for Teaching and Learning in Schools
Assignment – Unit 302 Schools as organisations (also includes unit 306 1.1, unit 333 1.1)
Summarise entitlement and provision for early years' education (Refer to Childcare Act 2006 and
Every Child matters) (1.1)
As part of the Childcare Act 2006 and every child matters, all 3 and 4 year old children in England
are able to receive free, part time early years education, up to 15 hours per week, for a school year of
38 weeks per year. Early year's education follows the Early Years Foundation Stage guidance which
was simplified in September 2012 and the Government funds local ... Show more content on
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The governing Body |
|Voluntary schools |contributes to building and maintenance costs. |
| |Voluntary Controlled schools are run by the Local Authority. The land and buildings are owned by
a charity, again usually a |
| |religious charity, who also appoints some Governing Body members. |
| |State secondary schools that have local centres of excellence in their chosen specialism, of which
there are 10: Arts, Business and |
|Maintained: |Enterprise, Engineering, Humanities, Languages, Maths and Computing, Music,
Science, Technology and Sports. |
|Specialist schools |Specialist schools are permitted to select up to 10% of their pupils intake on the
basis of their 'aptitude' for the schools |
| |specialist subject, under the Schools Standards and Framework Act 1998. |
| |Funded by fees paid by parents and income from investments. Governing body responsible for
running the school. There are around |
|Independent schools |2,300 independent schools in England, of which just over half have charitable
status. They set up their own curriculum

Essay On National Defense Education Act
National Defense Education Act
National Defense Education Act (NDEA), U.S. federal legislation passed by Congress and signed
into law by President Dwight D. Eisenhower on September 2, 1958, that provided funding to
improve American schools and to promote postsecondary education. The main goal of the legislation
was to enable the country's educational system to meet the demands posed by national security
needs. Of particular concern was bolstering the United States' ability to compete with the Soviet
Union in the areas of science and technology.
On October 4, 1957 the Soviet Union shocked the people of the United States by successfully
launching the first Earth orbiting satellite, Sputnik. America's first satellite ... Show more content on
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The criticism of the American education system, especially its public schools, increased immensely
with the launching of Sputnik 1, the world's first artificial satellite, by the Soviet Union in October
1957. Eisenhower, in his Message to Congress on January 27, 1958, called for aligning educational
programs with national defense needs and recommended the federal government play an important
part in this activity. The NDEA was the result of the enlarged federal role in education (britannica).
On the day Sputnik first orbited the earth, the chief clerk of the Senate's Education and Labor
Committee, Stewart McClure, sent a memo to his chairman, Alabama Democrat Lister Hill,
reminding him that during the last three Congresses the Senate had passed legislation for federal
funding of education, but that all of those bills had died in the House. Perhaps if they re–designated
the education bill to a defense bill, it might pass. Senator Hill, a former Democratic whip and a savvy
legislative tactician, seized upon on the idea, which led to the National Defense Education Act
(Senate.gov).
The Act
The purpose of the NDEA was to improve and strengthen all levels of the American school system
and to encourage students to continue their

Legal Influences on the State Board of Education
Describe the powers and authority of the state board of education and local school boards and what
responsibilities they have for the administration and operation of schools. The state board of
education governs the way that education is directed within the state. They create policies covering a
variety of legal issues such as health and safety, minimum requirements for teacher licensure,
graduation requirements, rights of students with disabilities, and student disciplinary practices. The
state school boards has six legal powers including, certification standards for teachers and
administrators, high school graduation requirements, state testing programs, accreditation standards
for school districts, and teacher and administrator ... Show more content on Helpwriting.net ...
Therefore, establishing local and state control over education policies, and confining the federal
government to an indirect role because of its power to spend for the general will. Next, is the 14th
amendment, which protects due process and equal protection; therefore safeguarding race, ethnicity,
national origin and sex, against discrimination within schools'. Then the 1st amendment, which
preserves freedom of religion, speech and assembly; which allows students and teachers, the right to
freely express themselves, and ensure that there is no prejudice against individuals because of these
free expressions. Subsequently, there are the 4th and 8th amendments, which protect against illegal
search and seizure and cruel and unusual punishment; guarantees that students are protected against
invasive and unnecessary searches, and cannot be punished through corporal punishment without due
process. With regards to classroom rules, teachers have a duty to protect students' constitutional
rights and ensure that they are designing rules and procedures that do not restrict or deny students
these rights. As agents of the state, teachers have a duty to follow all federal, state, and local laws
while exercising their duties as educators. However, teachers can design classroom rules that ensure
that there is no disruption of school operations, or interference with the rights of other students, and
safeguards against behavior that is in a lewd fashion

The Pros And Cons Of British Education Policies
Trowler (2003) describes education policy as a 'design' to follow the principles and procedures
relating to education issues, the specifications of which is to bring about the desired goals. However,
Ball (1990) defines educational policy as not only a direct response, but also a respond to the
formation of complex and diverse elements. Many policies begin at the macro level, with large
organisations such as The World Bank, UNESCO and the United Nations. The policy then streams
down to a national level, which then filters further down into regional and local levels. Bell and
Stevensons (xxxx) point out that most educational policies start with the central government, which
then transfers onto local councils and schools. This then has a considerable ... Show more content on
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Throughout history, there have been many attempts to reform the education system in this country.
All of these reforms have different policies, which a different government brings in every time and it
is elected into power. They bring their own political agendas to alter the education system. Despite
all the previous policies, there are some that have their advantages and disadvantages but the major
shift happened in between 1980– 1990 (Ball, 1990). Britain's education system became 'increasingly
politicised' during this time. Ball (1990:3) describes this period as 'Thatcherism'. Margaret Thatcher's
Conservative government brought a lot of changes in the education system, including parents' choice
in selecting schools for their children, the national curriculum, national assessment and school self–
sufficiency. The main reason for introducing the national curriculum was due to the failing teachers
and this lead to a 'failing country' (Trowler, 1993:100). Whitty (2016:27) describes Margaret
Thatcher's Conservative government restructure as "a marketising approach to the reform of the
school system". Similaly, Machin (CEE DP 57) refers to this as being 'market mechanisms'. These
reforms were designed to improve pupil's achievement and the achievement rate did improve.
However, this raised concerns about increased inequality in our school systems. Different policies
have different implications, as mentioned above. The Conservative government's policy between the
years 1980 to 1990 had achieved its target, but its implications left a huge gap of inequality in our
school system. Trowler (1993: 152) discusses the current century education policies which have to
solve five major issues. These are: 'improving education provision, social deprivation, improve the
teaching profession, improve educational management and to create a learning

What An Effective School Reading Policy Is And Ways It...
Not only do children have to be able to read words they also have to understand what they are
reading, which is known as comprehension. Therefore, gaining an understanding in Literacy is
important for children in terms of being able to decode certain information. By doing so, children can
apply their increasing fluency to other subject areas mentioned in the National Curriculum. In this
assignment an understanding of what an effective school reading policy is and ways it could be
implemented so that children make progress and develop in reading will be shown. Aims and
principles of key documentation such as the Primary Framework for Literacy, National Curriculum
for English and the Simple View of Reading (SVR) will be explored to show the ... Show more
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Accordingly, all schools have a reading policy and there are many benefits of one being used. This
involves teachers adopting a whole school approach which can be utilised to support children in
becoming independent learners in Literacy and aiding children to make progress in both Key Stages.
Kanolik and Turker (2011) suggest that schools should initiate whole school reading, which should
involve all members of staff including the head teacher. The initiation of this approach can be
underpinned through whole school commitment and dedication of members of staff (Kanolik and
Turker, 2011). This can lead to the "development of sustainable reading culture within schools"
(National Union for Teachers NUT, 2016). This is of importance as the reading policy emphasises
that it is essential that reading is developed in schools with greater focus being put on the teachers,
teaching children to read through phonics in Key Stage One.
Parts of the reading policy in Appendix A focus on certain areas that teachers should keep in mind
whilst encouraging reading to take place in the classroom. Factors which have been mentioned in the
reading policy in Appendix A are home – school links, reading environments, the necessity of a multi
– literary approach and teaching of reading through phonics. The Department for Education (DfE,
2013) define phonics as teaching children to read quickly and skilfully and have suggested that the
most effective way of teaching

Gender
Special Needs and Inclusive Education Program in Uganda
This essay urges that the state is a relatively stronger player in delivering public policy in
contemporary governance. This essay will discuss this with reference to the implementation of the
Special Needs Education and Inclusive Education (SNE/IE) program in Uganda.
The Special Needs Education (SNE) program in Uganda was introduced in the 1950's by the
Colonial Government for provision of 'special education' services to children who had visual,
hearing, learning and motor impairments (CSBAG, 2013, p.15 see Civil Society Budget Advocacy
Group). The author indicates that, with the introduction of the Universal Primary Education (UPE)
Policy in 1997, Inclusive Education (IE) as ... Show more content on Helpwriting.net ...
These organizations play a crucial role in providing related services such as education, health,
income generation; community mobilization and sensitization; poverty alleviation and suffering
among people with disabilities among others. More to that, are international donors (development
partners) such as Department for International Development (DFID), Danish International
Development Agency (DANIDA) who provide financial support to the SNE/IE program,
infrastructure development and institutional strengthening through capacity building among others.
The Government of Uganda, has been at the forefront in implementation of the SNE/IE program as
discussed below;
Strengthened Institutional and policy framework
The government has proved stronger especially in strengthening the institutional and policy
framework guiding the implementation of SNE/IE program in Uganda. Effective control of
procedures and practices may be achieved when governments put in place regulations that compel
other stakeholders, stipulate powers and responsibilities of other actors and specify the circumstances
that potential actors must meet before they can qualify to join the collaborative structure (Agranoff et
al, 2013, p.366). For example, the Government of Uganda has succeeded in formulating, designing
and implementing all–embracing and elaborate policy frameworks for understanding of the right to
Education for people

Various Educational Commissions and Its Recommendations...
VARIOUS EDUCATIONAL COMMISSIONS AND ITS RECOMMENDATIONS AFTER
INDEPENDENCE PERIOD
AASSIGNMENT OF TEACHER EDUCATION
Submitted To
PROF. Dr RAJENDRA PRASAD
DEPT OF EDUCATION
KAKATIYA UNIVERSITY
By
G.RENUKA HALL TICKET NO: 11000E1022 Master of education (1st semister)
UNIVERSITY COLLEGE OF EDUCATION
(Department of education)
KAKATIYA UNIVERSITY
WARANGAL
A.P, INDIA
S NO | CONTENTS | PG NO | 01 | INTRODUCTION | 03 | 02 | Meaning and nature of teacher
education | 03 | 03 | Teacher education after post independence | 04 | | The university education
commission 1948–49 and recommendations | 05 | | The secondary education commission 1352–53 ...
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The Plan Period in fifties In 1950 the first conference of Training Colleges in India was held at
Baroda and exchange of ideas took place. The conference discussed programmes and functions of the
training colleges. In the following year, i.e. 1951, the second All India Conference was held at
Mysore. It discussed the teacher training programme in a broader perspective and suggested
substituting the term "Education" for "Training" and widened its scope. In the same year, a six–week
summer course in education was organized for college teachers at Mysore. The syllabi in teacher
education were revised, new areas of specialization added, and practical work improved. There was a
spurt of work–shops, seminars and conference on teacher education.
RECOMMENDATIONS * To teach that life has a meaning. * To awaken the innate ability to live a
meaningful life in all aspects by developing wisdom. * To acquaint with the social philosophy this
should

Foreign Policy Is A Historical Phenomenon
Foreign policy is a historical phenomenon, playing an integral role in international relations theory; it
is defined as how a state should interact with other states, as well as non–state agents, in order to
achieve a goal. Foreign policy can be distinguished from general policy through three preconditions:
the ontic precondition, institutional precondition and finally, the public precondition. Walker's Inside/
Outside argues that in the period from the fifteenth and seventeenth century, there emerged an ontic
differentiation between the inside of the state, which is dominated by the rule of law, and the outside
of the state, which is anarchic, with states competing for their national interests. This is followed by
the institutional precondition, with Richelieu's bureaucratisation of the French state in 1624 and the
emergence of the public sphere in eighteenth century England and France. By the late eighteenth
century, Europe had established its first foreign ministries, with these spreading eastwards in the
1800s; as such, a divide between the Westphalian state, the 'inside', and the separate realm of the
'outside' world was established. Finally, the public precondition necessitates a need for secrecy,
where the monarch sought to curb the power of civil society and the media by materialising the
divide between foreign and domestic issues. However, a contested aspect of foreign policy is how the
decision–making process takes place, with realists arguing that foreign policy

3.2 Summarise Entitlement And Provision For Early Year's...
TDA 3.2 Schools as Organisations.
TDA 3.2–1.1
Summarise entitlement and provision for early year's education. Thanks to the Every Child Matters
and the Childcare Act 2006 all 3 and 4 years olds in England receive free part–time (12 ½ per week)
for 38 weeks a year. This is government funded and the idea is for all children to have 2 years of free
education before they even start school. Early year's provision for these very young children varies
greatly from the education they will receive in KS1 as it is play focused as opposed to formal
learning, which is how these very young children learn best. The Foundation Curriculum in England
and Wales runs from age 3–5 and is therefore implemented in nursery schools right up ... Show more
The September Guarantee
Under the last Labour government, the guarantee was as follows: * Full or part–time education in
school, Sixth Form College, independent learning provider or Further Education College. * An
Apprenticeship or programme–led Apprenticeship, which must include both the training element and
a job or work placement. * Entry to employment. * Employment with training to NVQ level2.
Heinemann Work–based Learning Level 3 Diploma
Supporting Teaching and Learning in Schools (Primary)
Louise Burnham and Brenda Baker 2010
Page 16.
TDA 3.2–2.1
Explain the strategic purpose of school governors; senior management team; other statutory roles
e.g., SENCO; teachers and support staff roles.
School governors are a group of people (usually between 10 – 20) who run the school. They are
made up of various people who have links with the school and the community. There should be at
least one parent and one staff member as well as the Head Teacher. Usually there is a support staff
member, a local authority member and a local community governor who work or live in the area.
Governors work alongside the Head and are based on different committees and are responsible for
different areas of school management – school site, personnel issues or community cohesion. They
will usually meet in these committees and report to the full governing body. Their main duties are to
set aims and objectives, adopt policies

Entitlement And Provision For Early Years Education
Unit 4.
Assessment Criteria 4.1.1.
Summarise entitlement and provision for early years education.
There are many different entitlements and provisions established for early years education.
Nursery schools, pre schools, and playgroups all provide learning and play activities, family support,
early intervention and childcare for all children under the age of five years old.
Nursery schools are predominantly attached to a Surestart centre, which work with children and
parents providing education for both, full day care provision, parenting advice, and health and family
support, or to a primary school. Where as pre schools and playgroups are normally privately owned
and operated, offering childcare, play and education activities.
Since 2004 all children in the UK aged 3 and 4 years old have been entitled to free places at nurseries
and pre–school and even under the care of a childminder for up to 12.5 hours per week, this
provision was increased to 15 hours per week from 2010.Day nurseries also offer the same
provisions for early years education, but are usually run within a business, or by a voluntary group.
Free entitlement and provision provides universal access for all to early years education, play
activities, and childcare, which are all extremely beneficial to children and their short and long term
educational, social, and behavioural development.
Assessment Criteria 4.1.2.
Explain the characteristics of the different types of schools in relation to educational

Circular 02/05
Circular 02/05 aimed towards truly inclusive schools. It set out the categories for low incidence
disabilities and the level of Resource teaching available. It provided a background and details of
General Allocation Model and outlined the Staged Approach.
Circular 0007/12 combined (GAM) and (EAL), separated Resource from Learning Support and
recommended that Resource teachers be based in schools with 15 hrs resource teaching hrs.
The NCSE (3013) recommends that every child with SEN is protected from enrolment practices that
block his/her access to a school, may enrol in the nearest school to meet his/her needs. A school must
enrol a student with SEN if directed by the SENO on the basis that the school will be provided with
resources in line

President Obama 's Semblance Of Education Reform Essay
Adversaries in the Race to the Top While many supported President Obama's semblance of education
reform in Race to the Top, various factions were vehemently against RTT and its implementation.
Republicans primarily stand against federal involvement in state and local schools. The party
opposed RTT advanced Common Core State Standards, which promote a "one size fits all approach
to education" (Spring, 2015, 63). Along with political factions, those majorly impacted by RTT
objected to its premise. The main teachers unions in the U.S., the National Education Association as
well as the American Federation of Teachers, highlighted several points of disagreement in RTT
which would lead to challenges in implementation. At the time, the NEA said it cannot support RTT's
endorsement of using test scores for evaluating teachers, increasing the number of charter schools,
and bolstering what the union calls "fast–track" alternative routes to teacher licensure (Sawchuk
2009). Additionally, the AFT expressed concerns about RTT and how much the program helps
students, whether it is fair to teachers, whether it is transparent to the public, and whether it requires
shared responsibility (Weingarten 2009). Along with teachers unions, members of academia
spearheaded critiques of RTT. Joe Onosko's eight point manifesto adequately details the concerns of
educators at the time of implementation. The flaws of the plan (RTT) are as follows:
The plan's focus on high–stakes testing and

Policy Priority Issue : The Childhood Obesity Essay
Policy priority issue: The childhood obesity
Childhood obesity is one of the major public health challenges of the 21st century. The prevalence of
obesity is increasing globally. In 2013, the number of overweight children under the age of five was
estimated over 42 million. Childhood obesity can cause premature death and disability in adulthood.
Overweight and obese children will grow up to become obese adults and are more likely to develop
diseases like cardiovascular diseases and diabetes at a younger age. Many factors can contribute
overweight and obesity in children, however a global shift in dietary habits and lack of physical
activity play a crucial role. Overweight and obesity are preventable. Unlike adults, children cannot
select the environment they live or the food they eat, they are unware about the long term health
consequences of their behavior. Therefore, it is important to have strict policies for the prevention of
obesity epidemic. School play an important role in fighting against the epidemic of childhood obesity
(World Health Organization, 2016). Even after the legislature has enacted laws to support school
nutrition and physical education, many states including, Texas has not yet adopted these policies. It is
important to have these policies in practice to prevent childhood obesity (National Conference of
State Legislatures, 2014). Government play an important role in making sustainable changes in
public health. For that reason, the author is intended to

Analysing Problems with the Implementation of Inclusive...
1
Analysing problems with the implementation of inclusive education policies in India using Multiple
Governance Framework
DRAFT
Monika Nangia
EGPA Conference, 7–10 September, 2010, Toulouse
France
EGPA Permanent Study group XIII on Public Policy
Analyzing implementation in the age of governance
2
Analysing problems with the implementation of inclusive education policies in India using Multiple
Governance Framework
Monika Nangia
Abstract
Reflecting its deep commitment to universalizing access to and completion of elementary education
of satisfactory quality by 2010, the Government of India (GOI) launched the Sarva Shiksha Abhiyan
(SSA), the National Program for Universal Elementary Education (UEE) The program provided a
comprehensive policy ... Show more content on Helpwriting.net ...
Using the MGF to analyse the inclusive education policies, this paper identifies that the actors
involved in designing those policies at various levels are situated not just hierarchically but also
laterally, in distinct organisational settings. A traditional 'stages' analysis is likely to entail
assumptions that the policies to be identified are in the least clear, credible and
2 Hill, M. and Hupe, P. (2006) 'Analysing policy process as multiple governance: accountability in
social policy' in Policy and Politics, vol. 34, no. 3, pp 557–73.
3 Ostrom, E. (2007) 'Institutional rational choice: an assessment of the institutional analysis and
development framework' in Sabatier (ed.) Theories of Policy Process. Boulder CO: Westview Press.
pp.3–17.
4
consistent with strong political leadership and clear lines of accountability.4 It will assume that there
exist governance mechanisms facilitating the decentralisation processes and adequate legal and
financial support to the proposed policy reforms. The MGF approach alternatively raises empirical
questions about the extent to which these exist and the forms they take. For instance, it allows us to
explore the level of engagement between the political–administrative institutions responsible for
establishing the institutional framework and the contextual relations determining the

Dr. Naik 's ' Education Commission And After ' Available...
Tata Institute of Social Sciences,
Mumbai
M.A Elementary Education
(2014–2016)
Assignment–2
Please read JP Naik 's book ' 'Education Commission and after" ' available online at
www.arvindguptatoys.com/arvindgupta/JP–42.pdf and answer the following questions:
1. What can you say about the process by which 1968 policy was formulated? What kind of exercise
was it? What was role of bureaucrats, politicians and experts?
2. Did the Kothari Commission report influence the 1968 policy? Explain with reasons.
3. Any other analyses and observations.
Subject: – BC9 Policy, Institutions and Practices
Guided by:–Dr. Archana Mehendale
Prepared By: – Veji Chavda
Enrolment no:–M2014EE032
Introduction: – We know that policy is one of the important components for running of any sector. If
we talk about education sector policy regarding education play an important role for smooth running
of sector. There are many policies which are made in different periods for education. If we talk about
pre and post–independence period there are many policies which are formulated. After the eighteen
year of independence the commission call Kothari commission made by policy maker which has
various important recommendations for education. After that commission the first national policy on
education come called 1968 national policy on education.
Process by which 1968 policy was formulated and Role of bureaucrats, politicians and experts:–
For formulating any policy there is a process by which

Schools as Organisations
Schools as organisations
Introduction
This unit aims to prepare the learner for working in a school. It covers key aspects of schools as
organisations. This includes the structure of the education system, the roles and responsibilities of
key members of the school team and the purpose of school ethos, mission statement and aims and
values. Learners will also understand the reasons for the key legislation, policies and procedures
which are followed in schools and how schools operate within a wider context.
Learning outcomes
1 Know the different types of schools in the education sector
2 Know how schools are organised in terms of roles and responsibilities
3 Understand how schools uphold their aims and values
4 Know about the ... Show more content on Helpwriting.net ...
The pupils of a voluntary controlled school will follow the national curriculum.
Academies schools
Academies schools are set up by sponsors from business faith or voluntary groups along with the
local authority and the department for children schools and families.
At academies schools the children do not have to follow the national curriculum.
The governing body is responsible for the employment of staff.
Academies schools running costs are funded by the government.
Specialist schools
Specialist schools are usually secondary schools which have applied for funding in a certain subject
and will become a specialist of a certain topic for example the school might become a specialist in
performing arts which is hoped will enhance achievement in this area.
Specialist schools will get extra funding from the government.
Independent schools
Independent schools are schools that are independent with its finances and governance. Independent
schools do not get money from local government or local authorities and is instead funded by a
combination of fees i.e tuition charges, gifts and in some cases investment.
Independent schools don't have to follow the national curriculum.

Independent schools have to be registered with the government and will have inspections.
Independent schools are run by a board of directors.
Free schools
Free schools are all ability schools which are funded by the government. Free schools aren't run by
the

The Three Year Planning Will Include A Swoc / T Analysis
The three–year planning will include a SWOC/T analysis which considers strengths, weaknesses,
opportunities, and challenges or threats (Bryson, 2011). A SWOC/T analysis is not simply creating
lists of these components; rather it is about careful discussion, analysis, comparison, and contrast.
Usually the strengths and weaknesses are related to internal factors and the opportunities and
challenges or threats relate to the external environment (Davies & Ellison, 2003). Related to the
challenge selected to be addressed in the three–year plan, the internal factors that will be included in
a SWOC/T analysis are curriculum, learning and teaching, assessment and results, extracurricular
activities, financial resources, staffing, staff skills and abilities, and school character and school
culture. External factors include political, legal, and economic factors, central and local educational
changes, demographic and socio–cultural trends, technology, and other providers.
The industrialization of teaching, in other words imposing standardization and high–stakes testing
and limiting teacher autonomy, creativity, and responsiveness may also impact the school's character.
According to Sergiovanni (2011), a school has character if there is consistency between that school's
goals, values, and needs, and its decision and actions. Finding the right balance between legitimate
mandates and school autonomy is an important condition for that school's character to flourish
(Sergiovanni, 2011).

What Are The Effects Of Bullying On Learning Social And...
Empowering students to reach their full potential physically, intellectually and socially are essential
to an individual's wellbeing. The school's milieu needs to be a safe and respected space for this
potential to reach its peak. A factor that contrasts with this ideology for schools and communities to
be a safe place for students to gain a deep understanding of this world is the engagement in bullying
practiced by students and even staff members. Preventing behaviours associated with bullying is very
important due to the detrimental effects it has on students learning, social and emotional wellbeing
and mental health status and therefore school, state and national policy has been enforced to clearly
communicate that bullying is not tolerated. Although schools require to provide policy for students to
have a safe learning environment, the autonomy and inconsistency of policies within schools has
generated a lack coverage in important areas such as the lack of a specific expectation, ... Show more
According to research, bullying and the fear associated with it has caused "a third of students who
had been seriously bullied...having serious difficulties in concentrating and paying attention in class"
. Results collected in Skrzypiec (2008) also suggest that students who were seriously bullied had a
lower motivation for academic achievements, "which in turn could result in poorer academic
performance". These findings are alarming and breaches the national policy in which all Australian
schools are meant to be a "safe, supportive and respectful teaching and learning communities that
promote student wellbeing." Because of this breach of student rights the anti–bullying policies have
been orchestrated in all schools and is essential and elementary for preventing further problems
which could escalate in detrimental effect on mental

Responsibilities And Responsibilities Of The Staff
Schools are required to have policies and procedures which will maintain a structure and provide a
consistent learning environment, these policies will relate to legal requirements within the school. To
give guidance on the procedures and how to implement them. To have clear policies and procedures
this allows the staffs, parents, governors involved in running the school are able to work from set
guidelines. All schools will have policies and procedures which staff will need to be familiar with
they may vary from school to school and the titles may vary they will still outline the purpose, aims
and the responsibilities of the staff. Question: Question 12 Answer: Staff will need to refer to
implementing your schools approach to pay 2015 when thinking about a pay rise this outlines what
they are required to achieve and the scope for it, like all policies there will be a review date. A pay
rise may be linked to performance or inspections and even professional development. Also for staff
they would need to have understanding of the grievance policy as they may have a grievance relating
to their employment. The process for a grievance would need to be raised to your line manager and
verbally although it may be requested in writing. Staff may need to familiarise themselves with the
discipline procedure and performance management. For pupil welfare there are many policies and
procedures they are safeguarding policy, health and safety policy, behaviour management policy,

Nvq 3 Unit 302
Unit 302. 1.1 Summarise entitlement and provision for early years. In 2006 all 3/4 year olds were
entitled to up to 12.5 hours a week during term time free early years education. This was increased to
15 hours a week in September 2011. There are free pre–schools which are run by the local authorities
that children can attend for 3 hours a day once they have turned 3 or if children are already in a day
nursery then they will have 15 hours a week deducted off their bill the term after the child turns 3.
The day nursery has to follow the strict guidelines set out by Every Child Matters and Early Years
Foundation Stage curriculum as do the local authority pre–schools. The main aim for the early years
settings is for children to learn ... Show more content on Helpwriting.net ...
They will make changes to school policies that they see necessary and they will update parents via
letter or email of any relevant changes. B) Senior management team The senior management team is
usually made up of the Head teacher, Deputy head, Head of year/Head of upper/lower school. These
teachers will meet regularly to discuss any issues with students/curriculum that they have
encountered. They can advise how they may have adapted lesson that had a positive outcome. C)
Other statutory Roles These roles are made up of the SENCO and the Foundation Stage
Management. SENCO Special Educational Needs Co–ordinator. These look into what support and
resources children and young people with special educational needs need whilst at the school. They
will meet with various outside school practitioners like speech and language therapists and
physiotherapists. They also keep the parents informed of everything that is being done for their child
and get any consent for any treatment/therapist/outing the child may need. They also set out
Provision maps (formally known as IEPs – Individual Educations Plans) with help from the class
teacher and if available one to one TA. The Provision plan sets out what intervention
group/individual activity the child will be involved in for the coming term and what the outcome of
doing this should be. The child will also be asked to sign

Annotated Bibliography On Suicide
American Foundation for Suicide Prevention. (2016). A model school policy on suicide prevention:
Model language, commentary, and resources. Retrieved from: https://afsp.org/wp–
content/uploads/2016/01/Model–Policy_FINAL.pdf Combining evidence based practices, national
research and policy revision, this report identifies the role of school personnel in suicide response by
providing model policies, tools, and comprehensive education on risk factors and warning signs.
American Foundation for Suicide Prevention. (2017). State laws: Suicide prevention in schools (K–
12). Retrieved from https://afsp.org/wp–content/uploads/2016/04/Suicide–Prevention–in–Schools–
Issue–Brief–1.pdf
This document explains methods of suicide prevention, intervention and ... Show more content on
Helpwriting.net ...
Additional resources and interventions for school personnel are discussed.
Substance Abuse and Mental Health Services Administration. (2012). Preventing suicide: A toolkit
for high schools. Rockville, MD: Center for Mental Health Services. Retrieved from
https://store.samhsa.gov/shin/content//SMA12–4669/SMA12–4669.pdf As the potential need for
legislative change and systemic action is researched during this project, this source will provide me
with data, protocols, and evidence based curriculum to address the topic of suicide in schools.
SAMHSA is a leading research organization in the field of public health and this resource will
provide multiple leads to additional important data sources.
Trust for America's Health. (2018). Pain in the nation update: Deaths from alcohol, drugs and suicide
reach the highest level ever recorded. Retrieved from

Public Health Model Analysis
In the public health model, there is three core functions: assessment, policy development and
assurance. The federal, state and/or local entities work to achieve these three core functions in every
task they take under. (Burt, 2005) Each level has certain responsibilities and roles that distinguish it
from the other two levels. However, one must keep in mind that even though the responsibilities may
be divided, it is a collaborative effort of all three levels that make the plans work and achieve
optimum oral health status as a nation. (Salinsky, 2010) At the federal level, the responsibilities can
be divided into two categories: direct and indirect care. With direct care, there is usually clinical care
provided to various types of groups. ... Show more content on Helpwriting.net ...
However, one must not forget that it is the collaborative effort of both levels that helps to assure that
all ten of the public health services are met for every community. One perfect example of this is
Medicaid. The state is responsible for administering Medicaid to those who qualify for it. However,
the funding for it is coming from everyone's tax dollars at the national level. The national level is
involved in the administrative part of this program; it directly helps to fund Medicaid. The state level
administer programs under the Medicaid title whether these be working with dentist who accept
Medicaid or developing policies such as who will be eligible for Medicaid. (Medicaid,

Discuss The Roles And Responsibilities Of National And...
Educational policies and procedures need to be reviewed on a regular basis to keep them up to date.
Senior members of staff will gather together to discuss what needs to be amended and updated within
the policies and procedures. A senior member of staff will then draft the new policy or procedure and
send it over to the governors to be agreed. These are in place to ensure that the school is run
correctly, and the staff, pupils and any other individual within the school are protected and meeting
the expectations and guidelines.
1. Summarise the roles and responsibilities of national and local government for education policy
and practice.
The roles and responsibilities of: National government
The department for education is responsible for the education and services for children. This means
that they are responsible for not only setting the national curriculum but for also many other roles.
They are responsible for the early year's foundation stage which the schools and nurseries operate by,
they will also use it to look into new ways to develop the quality of services which are available to
the children under the five outcomes of every child matters. These five are enjoy and achieve, stay
safe, be healthy, achieve economic well–being and to make a positive contribution. Some of the other
roles and responsibility that the department of education have are: funding research into educational
projects, developing workforce reform such as the 2020 children's workforce strategy, promoting
integrated working for anyone who works with children or young people and to develop the role of
the third sector which is a non–government organisation. ... Show more content on Helpwriting.net ...
The local education authority is responsible for providing: promoting community cohesion, school
management issues, behaviour management, the development of all school's policies, staff training
and development and special educational

Tda 2.5 Schools as Organisations
TDA 2.5 Schools as organisations
Task 1 Links to learning outcome 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 2.1, 2.2, 2.3, 3.1,
3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2 and 6.3.
Identify the main types of state and independent schools
Describe the characteristics of the different types of schools in relation to educational stage(s) and
school governance
Describe roles and responsibilities of:
– School governors
– Senior management team
– Other statutory roles e.g. SENCO
– Teachers
Describe the roles of external professionals who may work with a school e.g. educational
psychologist
Define the meaning of:
– Aims
– Values
Describe with examples how schools may demonstrate and uphold their aims
Describe with examples ... Show more content on Helpwriting.net ...
Community and foundation special schools– cater for children with specific special educational
needs. These may include physical disabilities or learning difficulties.
Faith schools– are mostly run in the same way as other state schools. However, their faith status may
be reflected in their religious education curriculum, admissions criteria and staffing policies.
Grammar schools– select all or most of their pupils based on academic ability.
Maintained boarding schools– offer free tuition, but charge fees for board and lodging.
Independent schools– set their own curriculum and admissions policy is usually decided by the
governing body and head teacher. They are funded by fees paid by parents and income from
investments. Just over half have charitable status. They have to be registered with the DfE, and
regularly monitored by OFSTED.

http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ChoosingASchool/DG_4016312
Describe roles and responsibilities of:
– School governors
– Senior management team
– Other statutory roles e.g. SENCO
– Teachers
Links to learning outcome 2, assessment criteria 2.1
School governors– work with the school, they work in partnership with the headteacher and staff.
Governors do not intervene with the day to day running of the school, unless there is a serious
problem. The governing body is also responsible for making sure that the schools

TDA 3.2 schools and organisation Essay examples
1.1 Summarise entitlement and provision for early year's education?
Every child matters agenda and the childcare act 2006, it become an entitlement of all 3–4 year olds
in England to receive a free part time early years education of up to 12.5 hours per week for 38
weeks of the year. Early year's provision in school is about supporting very young children it is
distinct from key stage 1 in each country within the UK and is best on the concept of learning
through play rather than more formal education Play has been show to be an important part for
children learning. In Scotland the curriculum is focused around the document curriculum for
excellent. This document concerns the curriculum for 3–4 years ... Show more content on
Helpwriting.net ...
They will be made up of a variety of people who will have links with the school and local
community. There should be at least one parent governor and at least one staff governor, in addition
to the head teacher. There may also be a support staff governor. In addition there will be a local
authority governor, appointed by the local authority (LA) and local community governor who will
usually work or live in the community served by the school. Governors will work closely with the
head teacher and senior management team, although you may not see them around the school often
during the school day. Governors will be based on different committees which are responsible for
various areas of school management – for example the school site personnel issues or community
cohesion. They will meet in these committees and then report back to the full governing body. Their
main duties are:
To set aims and objectives for the

Teacher Perceptions
Teacher Perceptions of the Local Implementation of the District Transformation Programme in
Malaysia
Aida Hanim A. Hamid & Azlin Norhaini Mansor
Department of Leadership and Educational Policy
Faculty of Education
National University of Malaysia
Corresponding author email: aidahanim@ukm.edu.my
Abstract
Transforming schools for improvement has now become a global priority for many governments
around the globe and this has inspired many education systems to improve the quality of schoolings
in order to increase the students' academic performance. This study examines the teacher
perspectives on the implementation of the newly introduced districtwide improvement policy known
as District Transformation Programme in two primary schools in ... Show more content on
Helpwriting.net ...
In late 2012, a major policy document, Preliminary Report Malaysia Education BluePrint 2013–2025
[1] was launched which also marks the beginning of education reform in Malaysia for quality
education. Following this, the District Transformation Programme (DTP) policy was introduced to
provide supports for every school especially the sinking schools. Interventions are designed to cater
the needs of individual schools. The DTP aims to improve the students achievement by improving
five elements of schoolings: students attendance, students discipline, teachers attendance, teachers
quality and school leadership. An emphasis is given to every District Office in the country to carry
the responsibilities in supporting the schools. This is because of their close proximity relations to the
schools.
In the context of education planning, Malaysia is a highly centralized, top–down system in which the
Education Planning and Research Division (EPRD) serves as secretariat.[2,3]. This is followed by
the Minister of Education, who chairs the Education Planning Committee and gives final approval to
every national education policy.[2]. Within this highly centralized education system, teachers in
Malaysia, are experiencing greater challenges due to demands from the stakeholders and their
positions as the final receiver in the policy chain. Different layers of organizations in a

Unit 302 Schools and Organisations Essay examples
Schools and Organisations
Assignment 302
By
Mrs D M Brunsdon
December 2012
Outcome 1: * Know the structure of education from early years to post–compulsory education
1.1 summaries entitlement and provision for early year's education
In the UK all children aged between 3 and 4 years have the right to receive the minimum of 15 hours
education which can be used between 3 and 5 days per week. There are many ways that this can be
provided. * Nursery schools
These are stand alone schools for children ages 3 to 4 years old. Some have their own head teacher
and trained nursery staff, and may be state funded; however there are also privately run nursery
schools. * Nursery classes
These are attached to a primary school and ... Show more content on Helpwriting.net ...
These are also taught at higher education colleges. There are many options available that can
complement an individual's skills and interests. These are more for the academic students.
Outcome 2:
Understanding how schools and organized in terms of roles and responsibilities
2.1
There are many variations of how schools are set out, although they all tend to have the same
approach to running education. School governors have a large say of this. They do not need any
special qualifications or experience; however it is most important for the governor to have certain
qualities such as an interested in the welfare of the children and the school and to be prepared to give
their time and effort when required. They tend to meet once or twice per term and discuss the school
the business such as things like finance and curriculum issues. It is expected that they make 1 visit
per year to school during the day and attend at least one training day per year as well. All governors
undergo a CRB check, they can also claim for expenses such as travelling to meetings, training days
and in some cases childcare. They usually hold the post for 4 years. All schools have the following. *
Governors Being a school governor means being part of a team of up to 21 governors (although
smaller schools may have less governors) this includes the head teacher.
Parent governors:
These are elected by parents of the children at the school – or they may be appointed by the

Bullying: Policy and Sociological Theory
Bullying: Policy and (Sociological) Theory Sociological theories, concepts, and studies provide a
greater purpose and function more than just being products of academic and research extension
work. Work in policy development is where usually these theories and studies are translated into
policy recommendations and if lobbied and defended with strong support from key and influential
individuals and groups, could actually lead to legislative action. Indeed, the conversion of theory to
policy is a process that drives sociologists and social researchers to explore, determine, and
understand more social phenomena that would create great impact to the society in general. One of
the examples in which theory is translated to policy is on the issue of bullying in schools. The
National Crime Prevention Council, through its program, Positive Change Through Policy (
HYPERLINK "http://www.ncpc.org" www.ncpc.org), provides specific policies and legislation that
have been developed as a result of social research and studies that used sociological theories as the
foundation of the research work. In the case of bullying, NCPC cited three examples of policy and
legislation that proactively addresses the issue of bullying in schools. These policies/legislation
include: (1) a policy in New York that formally commits schools to proactively prevent bullying in
their respective schools, in addition to providing counseling and intervention programs to bullies and
'reformed' bullies; (2) a law in

Essay On Superintendent
REVIEW OF THE LITERATURE
Introduction
Preparing teachers, principals and superintendents has been the responsibility of schools of education
across the United States. Once they have completed their preparation these educators must tackle the
challenge of educating America's youth. Education is still a major factor in the social, psychological,
and financial development of one individual; it determines the difference between a life fully lived
and a life only dreamed of while opportunity passes by. The role of the superintendent today serves
many roles; the main function of the position is leadership. The superintendent as the top executive
of a given school district, including a group of schools affiliated with the public school system. A
direct connection exists between the superintendent and the school board that he or she serves. A
superintendent reports to the local school board, typically a group of elected officials set to manage
and organize the schools in that particular geographical area. The main responsibility of the
superintendent is to make sure that the schools under his or her jurisdiction stay within budgetary
constraints and provide an effective learning community for all children within his or her district.
Under the directive of the school board the superintendent implements directives, manages the hiring
of teaching staff, and oversees disciplinary actions that deal with the student body as a whole. With
the school board the superintendent maps out the

Tda 3.2 Schools As Organisations Essay

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