Evaluating the Impact of Educational Policies in Britain

This assignment delves into the evolving landscape of British education policy, emphasizing the heightened rigidity that characterizes modern educational systems. With tuition fees soaring, access to higher education becomes increasingly challenging for many students, fostering a sense of disappointment among those who aspire to attend prestigious universities but find these goals financially unattainable. The essay argues that this inflexibility is not limited to higher education; primary and secondary curricula have also become more rigid, often neglecting the broader developmental needs of students. It suggests that while core subjects like language and mathematics remain pivotal, there is a pressing need for educational systems to incorporate holistic approaches that support physical, moral, and creative development. The study draws upon multiple scholarly sources, including works by Ball (2013, 2016), Ben-David (2017), Chitty (2014), and Jones (2016), to provide a comprehensive analysis of the challenges faced by British education today. Ultimately, it calls for reforms that prioritize adaptability and inclusivity in educational policies to ensure they meet the diverse needs of future generations.

Running head: ACTION LEARNING TO SUPPORT DEVELOPMENT
Action learning to support development of subject specific pedagogy
(Britain’s Two-tier Education System)
Name of the student:
Name of the university
Author note:

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Table of Contents
1: Two tier education system and its evaluation..............................................................................3
A. Selected issue:.............................................................................................................................3
B. The reason of choosing this issue:..............................................................................................3
C. Evaluation of the issue:...............................................................................................................4
2: Literature Review........................................................................................................................4
Critical literature review on the education experience of Britain....................................................4
3: Professional debate and reflection...............................................................................................6
A. Professional debate on the Britains’ education system...............................................................6
B. Reflection on practice:................................................................................................................6
4: Own strength and weakness of selected area...............................................................................7
A. Own Strength and weakness in evaluating the selected area of interest.....................................7
Strengths:.........................................................................................................................................7
Weakness:........................................................................................................................................8
B. Potential impact of own practice.................................................................................................8
5: How to improve the area of research...........................................................................................9
A. Area of development:..................................................................................................................9
B. Benefits of changes made on practices.......................................................................................9
6. Findings, conclusion and recommendations..............................................................................10
A. Findings:...................................................................................................................................10
B. Conclusion:...............................................................................................................................11
C. Recommendation:.....................................................................................................................11

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References:....................................................................................................................................12
1: Two tier education system and its evaluation
A. Selected issue:
It has long been argued in the UK that the establishment of Grammar schools has created
a two-tier education system which disadvantages students from poorer backgrounds.
The main and concerning problem with the education of Britain is the fact that the
country has a dual education system that sustains the factor of inequality in the country and
divides it into two parts. Previously, the resentment among the Grammar Schools supporters and
the supporters of Comprehensive Schools divided the country into two parts (Miller 2015) After
the abolition of the tripartite system for the practicing of an egalitarian system, the dualism
among the public funded state schools and private schools with high fees still exists having their
own features. The Britain government continuously favors the private schools due to the fact that
their tuition fees are high and this is another concerning problem of Britain education system.
The tuition fees abandon the international students to join the education and local students to join
other schools with low tuition fees (Tarrow 2014). Moreover, after surveying about the present
education system of Britain it can be said that Britain education system has the highest pricing
and the problem of the education system is more political than economic.
B. The reason of choosing this issue:
This particular issue has been chosen for evaluating the education system of Britain due
to some of the most effective reasons. In spite of the fact that the education of Britain is the most
effective education globally, there are many problems that arise circling the education system.
Brexit is another component that affects the record of the education system of Britain and this is
said because after the Brexit the EU students are not able to continue their education in Britain

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due to visa problems, facilities and mainly due to the fees which is really hard for the students
(Copley 2015). The middle class families within the country have the main problem of affording
fees in the private. They are having uncertainty whether those middle class people after affording
so high price would be able to lead their family successfully.
C. Evaluation of the issue:
This is the reason that although the scenario has changed and education system is more
updated today, still the Public Schools and universities have a high number of students compared
to the private schools and universities. The country presently requires a separate education
system because the presence of a separate or individual education system is a significant factor
for preservation of the distinctive factor in Britain for the people who are wealthy. the present
educational system of Britain is not able to practice the equal education system for everyone and
nor they provide the opportunities that might be helpful for everyone in the country or on global
basis. Practicing of English language is an important factor for the education system however,
bilingual language support is only given to the children in their early school years (Tarrow
2014). However, the secondary schools practice the minority languages. The education system is
encouraging the schools to take into consent the practice of the local language and the existing
culture of the country among the students so that they can have a broad knowledge about their
culture.
2: Literature Review
Critical literature review on the education experience of Britain

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The education system needs to solve problems like the inequality, cultural, political and
many others and for that they need to use Effective and innovative technology as a key aspect for
providing the student a clarified and worthy education experience, and as the research aimed to
find out more about every scenario that the universities and colleges are facing. This research is
also to study whether the staff has the knowledge about the required digital skills so that they can
be able to help the students with their education. Tarrow (2014) opined that the concept of digital
capability is an aspect required for all staffs in the university or schools that not only includes the
teachers but even among the other faculty staffs and this is because improved digital skills of
everyone is necessary for practicing an effective education system and this will increase the
value for education more widely. Learning diagnostics can be used as a powerful tool for
improving the education system and helping the students to get a better education. As opined by
Copley (2015) a massive need of involvement should be there for the development of education
system.
It is critically acknowledged by Copley (2015) that the education of Britain has received
worldwide recognition because of the uniqueness of learning procedure and guidance material.
The education system of Britain needs to resolve the factors that are affecting the system and
resulting to its bad fame. The education system has always been the ideal one that every other
county appreciates. The country needs to identify the factors that will help them solve the issues
and get back the fame and famousness that it has lost.

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3: Professional debate and reflection
A. Professional debate on the Britains’ education system
Britain needs to update its education system to truly suit the needs of students and
teachers. This means that Britain’s education system need to work timely when children were
seen as objects because the children are never objects they have their own perception and
knowledge and the students with the ‘learning disabilities’ are always a troublemaking concern
that the education system fears the most this is because as they are increasing the cost of
education they are forgetting the fact that even the learning disabled children needs education but
their infrastructure is not upgraded for helping those students (Ball 2017). However, for this
issue the education system can be compared to that of Finland’s education system because they
have adapted an education system that does not practice inequality even in terms of disabilities
and that is why the success of Finland marks that the education system of Britain needs to turn to
specific education system without any back out.
B. Reflection on practice:
As per my point of view, discriminatory and restricted are two words that can clearly
define the education system of Britain and on a serious note the education system of Britain is
vast. The education system of Britain when compared to Finland’s can be seen that education
system of Britain is totally private funded. On the other hand, Finland is a system that is totally
funded by the state; one can exterminate the system of private schools and universities because
that is high cost and choose the state funded system. In the present context, the system can be
both troublesome and restraining. These are addition to the public inequalities that the country of
Britain is suffering from (Copley 2015). According to me the students who are fortunate enough
for having completed their education in a private school of Britain always get a considerable

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advantage compared to the other public university or school. Students who are not very
fortunate or rich to pursue their education from the private universities have to face challenges.
Their parents face a lot of debt awaiting them in their future days and reduce their chances of
choosing and attending any university. Children following the present education system of
Britain have longer recess times in a single day and they are not given much homework (Ball
2017). I believe that the concept of homework in the education system of Britain seems to be
very odd and strange one. The students are basically taught to study the repeated things on their
own as the teachers think it is better to revise the old things rather than giving homework to the
students.
4: Own strength and weakness of selected area
A. Own Strength and weakness in evaluating the selected area of interest
There is an extraordinary concept in the education of Britain that teachers are so
regulated and organized in their own work that they feel obligated to give extra work that is of no
recognizable advantage to the learning process of the children (Marshall 2016) This indicates
another problem with the education system of Britain and indicates the process using which the
teachers teach the students and in what way the teaching is done.
Strengths:
I have highlighted that the Britain’s education system is considered by consistent exams
and a severely competitive type. Every year the GCSE and A-level students are able to complete
their exams because of having required knowledge about the subjects, and with the outcome of
their performance they are rewarded with harder exams and higher gradation of marks (Nucci,
Krettenauer and Narváez 2014).In the long term basis, the government needs to remodel the

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system which will bring certainty to a larger extent and discourage the experienced exclusion of
the country’s children the concern must be given mostly on the deprived areas. The government
must take initiatives for encouraging the poor to avoid sending their children to the local schools
and universities. This can be done by major responsibility from the government. Earlier when the
students even did not start school and not received any evaluations; their parents knew that the
education system is tough cost (Copley 2015).
Weakness:
While discussing the research issue I failed to depict an in-depth overview about the
existing gap between private funded schools in the country and local schools across the country.
I could have focused on evaluated an enlarged gap between public and private schools who
wants to get admitted in universities (Ball 2016). Considering those students who are eligible of
heading off to university after making brilliant performances in their results is tough in the
present scenario. The government has planned to remove the maintenance grants of the country’s
education system. They are also planning to raise the price of education and this is going to be
more problem for the students because they will not be able to pay the high amount of tuition
fees. However, this particular study has not left deep insight on how the education fees of the
universities need to be controlled or else the country is going to lose a huge number of students
in spite of being the best education system (Altbach 2015).
B. Potential impact of own practice
This can be one idea that will put forward the students to take their responsibility of their
own control and monitor their own performance. Retention is another important concept by
many institutions; this is because the self-attainment can only be helped from retention.
Moreover, the problem of Britain education system at present does not allow the students to join

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the private universities due to the high cost and this problem is more for the international
students because they have a problem to join the universities due to the fees and their dream of
getting the best education ends up in vain.
5: How to improve the area of research
A. Area of development:
Following the current proposals that is initiated by the Government’s Higher Education
Ministry in the education bill recently, the universities will be assigned the power to gather their
own fees in case they are able to perform well (Tholen 2014).There is no certainty about the
outcome of this process but from the conducted researches it can be seen that graduates who
have rich parents will eventually earn more than the students of a low background and a poor and
needy family, in spite of the fact that they have completed their graduation from the same course
as well as from the same university (Thomas 2016). The present education system of Britain is
more rigid than it was earlier. It disappoints large number of students who had the dream to go to
a famous university and for whom a good university degree is very expensive and priceless.
These students are the ones who are required to be responsible and careful for their relatives and
also for the students who needs to work for supporting their family while the other students fail
to take the overloaded education and tries to lose out.
B. Benefits of changes made on practices
Education is an unspoiled web (Favell 2016). A wrong start can ruin the life of an
individual by giving them a stage that will be hard for them to achieve. Education Maintenance
Allowance (EMA) of education system in Britain provides many students with a good help
which is done by helping them get the best type of education even if the cost of the education is

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very high (Fulcher 2015). This help is somehow helping some students to come to get the
education without thinking about the cost of education. Even if the problem of Britain education
system at present does not allow the students to join the private universities due to the high cost
and this problem is more for the international students because they have a problem to join the
universities due to the fees and their dream of getting the best education ends up in vain (Clarke
2014). It is known worldwide that the education of Britain is the most effective one across the
world this is because of the uniqueness that the education system has. The education system of
Britain needs to resolve the factors that are affecting the system and resulting to its bad fame and
this is because the education system has always been the ideal one that every other county
appreciate and try to imitate for their betterment.
6. Findings, conclusion and recommendations
A. Findings:
 Despite of the fact that the government has undertaken many initiatives that aims at
confronting the problem that the students are facing, the challenges does not alter the
scenario (Ball 2013). There is an initiative that can be taken by the experts and ministry
itself to work next to the odds. But their work won’t be completed unless, it is sustained
by the education ministry of the country and they need to implement economic, public
and educational policies.
 Apart from all the other implementations the policies must stretch in different directions.
The Children must also have the right to get involved in decision-making processes
regarding their education and learning (Hudson and Lidström 2016).
 To extend pedagogy for the school councils and for the classrooms the required things are
discussion, dialogue and argument and this all are very helpful tools for learning. The

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education ministry of Britain needs to resolve the factors that are concerning the primary
education of Britain and also provide assurance that aims writing the curriculum which is
not at all cosmetic (Ben-David 2017).
B. Conclusion:
Education is about providing knowledge to secure the future of an individual. That is why
the schools must address to the broader concept about students’ education and the needs of
children in today's world. The primary schools must insist on the importance of subjects like
language and mathematics and also highlight the importance in other areas like English, science,
arts, humanities, and encourage the students’ physical and moral development by providing life
worthy experience (Jones 2016). These subjects are not less important for children's future
learning and even their lives. The present education system of Britain is more inflexible than it
was earlier. It disappoints large number of students who had the dream to go to a famous
university and for whom a good university degree is very expensive and priceless.
C. Recommendation:
The government needs to undertake this as the main aim of education is to make children
ready for future days by evaluating the children’s development capacity by helping them learn
during their primary years (Chitty 2014).

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References:
Altbach, P., 2015. Perspectives on internationalizing higher education. International Higher
Education, (27).
Ball, S.J. ed., 2013. Foucault and education: Disciplines and knowledge. Routledge.
Ball, S.J., 2016. Education, justice and democracy: The struggle over ignorance and opportunity.
In Reimagining the Purpose of Schools and Educational Organisations (pp. 189-205). Springer
International Publishing.
Ball, S.J., 2017. The education debate. Policy Press.
Ben-David, J., 2017. Centers of Learning: Britain, France, Germany, United States. Routledge.
Chitty, C., 2014. Education policy in Britain. Palgrave Macmillan.
Clarke, M.L., 2014. Classical education in Britain 1500–1900. Cambridge University Press.
Copley, T., 2015. Teaching Religion (New Updated Edition): Sixty Years of Religious education
in England and Wales. Royal College of General Practitioners.
Edwards, G. and Canaan, J., 2015. Radical, critical and Marxist education in neoliberal
Britain. Journal for Critical Education Policy Studies (JCEPS), 13(3)., C., 2013. Representations
of youth: The study of youth and adolescence in Britain and America. John Wiley & Sons.
Favell, A., 2016. Philosophies of integration: Immigration and the idea of citizenship in France
and Britain. Springer.
Fulcher, G., 2015. Disabling policies?: A comparative approach to education policy and
disability. Routledge.