Factors Hindering Children's Education

This assignment examines the reasons behind the failure of attaining children's education. It requires students to analyze various factors contributing to this issue, utilizing provided references from books, journals, and online sources. Students must delve into concepts like educational opportunities, socioeconomic disparities, and policy influences to understand the complex challenges hindering children's educational success.

Essay
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Ethnicity is defined as social group that posses common tradition as well as culture. In
the contemporary scenario of globalization there is increase in the diversity within educational
institutions. As, the results include that schools focuses on integrating the students and children
from racial and linguistic backgrounds. Therefore, it has affected the British Educational system
as it has seen a emergence of inflow of diverse children from different ethnicity and background
group. Presently, the report focuses on studying the UK education system and the impact of
ethnicity on the educational experience and attainment in the circumstance of UK education
system.
DISCUSS HOW ETHNICITY IMPACTS ON EDUCATIONAL
EXPERIENCE AND ATTAINMENT IN THE CONTEXT OF OF THE UK
EDUCATION SYSTEM
UK education system
In UK the education system is being divided into 4 main stages that is primary education,
secondary education, further education and higher education. Moreover, in UK the children have
legal right to attain primary and secondary education that mainly covers children about 5 years to
the 16 years old (UK Education System, 2016). Basically there are four key stages of the
education system that is key stage 1 covers children from 5 to 7 years, key stage 2 covers
students who have attain 7 years to 11 years old, key stage 3 possess students from the age group
11 to 14 years old and the key stage 4 that focuses on student from the age group 14 to 16 years
old. Further, the stage 1 and 2 is consider as phase that ensure primary education among the
students and after completing the 11 years student are eligible for the secondary education. After
completing the secondary education student have choice to pursue their further education and
then they have opportunity for attaining potential higher education that assist them in
accomplishing their career objectives (The British Education System, 2016).
The overview of UK education system basically focuses on four main section that are
first is Primary education, this education section begins at the age of 5 years and continues to the
age of 11 years. The primary education is compulsory in nature. Another section in UK
education system is secondary education under this children who have attain the age of 11 years
and continues up to the age group of 16 years (Rao, Morris and Sayed, 2015). Within UK it has
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been legally enforced that children from the age group of 5 to 16 are mandatory for compulsory
education that is it is compulsory or the children to attain primary and secondary education.
Another section include further education that is after completing the secondary education
student have option to purse further education (Green, Allen and Jenkins, 2015). Thus, student
within UK will plan to go university and college for completing their education. The last section
of UK educational system include focusing on higher education in UK that mainly work for the
international students. As, most of the international student directly get into the UK educational
system subsequently completing their further education.
How Ethnicity and children social class impact on educational experience and attainment
With the increase in the flow of diversified or ethnic background children it has mainly
impact the UK educational system as well as educational experience of the children who are
there for attaining the educational experience (Waters, 2015). Thus, governmental authorities
have focused on different policies for the children and student that support in providing effective
education experience to the children in UK despite of any gender or ethnicity issues or inequality
in the social class. In the present scenario with the increasing diversified ethnic background
individual there are various ethnic group under UK education system that impact the overall
education experience of the children. In the present scenario, it has been assessed that in UK
children are mainly facing the issues in British school due to inequalities among the gender as
well as cultural issues (Hoskins and et.al., 2016). For instance, children from the poor household
are unable to accomplish their secondary education. In addition to this, black pupils of Caribbean
region in the UK are also excluded from the education system.
Ethnicity is termed as social class that directly impact the overall educational experience
of children as the lower class people lack the financial resource that is consider as key reason
that affect the attainment of educational experience in the UK. For instance, the poorer adults are
less likely to enroll their children in the school for attaining primary and secondary education
(Lumby and Foskett, 2016). Thus, in the case they enroll their children then they would unable to
graduate from the college or university. From the research it has also been assessed that poor
students are often seem as lazy, unmotivated and less intelligent in the education. In addition to
this, it has also assessed that there is powerful influence of the family background on the
attainment of educational experience among the children (Raffo, Forbes and Thomson, 2015).
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For example, if the family is highly qualified and have focused towards attaining the
development and higher growth in such situation they will focus on rendering proper education
to their children so that they can attain the required experience and knowledge. Family
background also affect the cultural knowledge as well as perception of the individual. As the
middle class individual will focus on the norms as well as customs that will benefit the children
in gaining higher education experience (Ballantine and Hammack, 2015). In addition to this,
middle class or higher class parents also focus on the social networks that consider as an
effective medium as it support their student and children in gaining access of the right schools
that will enhance the knowledge and their experience level.
In addition to this, the issue of gender also impact the overall academic performance of the
students. As compare to the other ethnic group in UK children whether male or female both lack
far behind from the other class group (Fulcher, 2015). Under educational scenario, in society
racism plays captious role as it directly affect the minority student and children to access and
gain the education experience. As, minority student and children in UK are less likely to engage
and attain the secondary education. The main reason for not accomplishing the education for the
minority group is that government has shown no initiatives or support for the minority group
individual for their academic success.
Furthermore, diverse ethnicity background in the UK also impact the education
experience of the children and student for instance, Asian people are more likely to focus on
their male children as compared to the female that directly affect the attainment of education
(Williamson, 2015). There are different factors in the ethnic background individual that directly
impact the education experience in the context of UK education system that is key characteristics
and role of family. Furthermore, there are some ethnic background individual that demotivate
female candidate to pursue their education. Different family characteristics that is parental
education mainly affect the achievement of education among their children. Further, the poverty
factor or status also impact the educational experience such as poor people will not able to use
the services provided by the schools in UK that is free school meal as they lack financial
resources that obviate them to pursue their primary and secondary education in the high or top
class school (Aldous, Sparkes and Brown, 2016). In addition to this, social group that are among
high income level will also impact the education experience and attainment in the context of UK
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educational system as the school who provide primary and secondary education firstly prioritize
the high and medium income level people that meet their criteria and fixed charges (UK
Education System, 2016). Moreover, the white British Pupil who have permanent resident in the
UK have to focused on the compulsory schooling of their children as compare to the other ethnic
background individual. The educational system forces the low income social unit to place their
children into the less ideal school system as they are not conferred with the same education and
learning as higher income level families (Green, Allen and Jenkins, 2015). Thus, it can be said
that diverse ethnic background negatively impact the educational experience and attainment
among the children as the perception of all social group people differ from each other. For
instance; low income families will preer to place their children in the medium level schools as
due to lack of the financial resources. On the other hand high income families support in
repeating the educational experience from the high standard schools (Rao, Morris and Sayed,
2015).
In the concluding part it can be summarizes that UK educational system mainly focuses
on the four key stages that support children in attaining the education that is primary, secondary,
further and higher education level. However, it has also been concluded that diverse range of
social class, ethnicity as well as gender in the UK has been consider as the key reason behind the
failure of attaining children education.
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REFERENCES
Books and Journals
Rao, N., Morris, P. and Sayed, Y., 2015. Aspirations, differences and inequalities: educational
opportunities and transitions. Compare: A Journal of Comparative and International
Education. 45(1). pp.1-4.
Green, F., Allen, R. and Jenkins, A., 2015. Are English free schools socially selective? A
quantitative analysis. British Educational Research Journal. 41(6). pp.907-924.
Waters, J., 2015. Educational imperatives and the compulsion for credentials: family migration
and children's education in East Asia. Children's Geographies. 13(3). pp.280-293.
Hoskins, B. and et.al., 2016. Inequalities in the education system and the reproduction of
socioeconomic disparities in voting in England, Denmark and Germany: the influence of
country context, tracking and self-efficacy on voting intentions of students age 16–18.
Compare: A Journal of Comparative and International Education. 46(1). pp.69-92.
Lumby, J. and Foskett, N., 2016. Internationalization and Culture in Higher Education.
Educational Management Administration & Leadership. 44(1). pp.95-111.
Raffo, C., Forbes, C. and Thomson, S., 2015. Ecologies of educational reflexivity and agency–a
different way of thinking about equitable educational policies and practices for England
and beyond?. International Journal of Inclusive Education. 19(11). pp.1126-1142.
Ballantine, J. and Hammack, F.M., 2015. The sociology of education: A systematic analysis.
Routledge.
Fulcher, G., 2015. Disabling policies?: A comparative approach to education policy and
disability. Routledge.
Williamson, B., 2015. Governing software: Networks, databases and algorithmic power in the
digital governance of public education. Learning, Media and Technology. 40(1). pp.83-
105.
Aldous, D., Sparkes, A. C. and Brown, D. H., 2016. Trajectories towards failure: considerations
regarding post-16 transitions within the UK Sport-Education sector. Sport, Education and
Society. 21(2). pp.166-182.
Online
The British Education System. 2016. [Online]. Available through:
<http://www.hmc.org.uk/about-hmc/projects/the-british-education-system/>. [Accessed on
22nd April 2016].
UK Education System. 2016. [Online]. Available through:
<http://www.internationalstudent.com/study_uk/education_system/>. [Accessed on 22nd
April 2016].
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