LC564 - UK Education: Conceptions of Citizenship and Welfare Provision

This essay provides an analysis of citizenship and welfare within the UK education system, drawing upon theories of modernity and post-modernity to understand the evolution of welfare provisions. It explores the formal, informal, and non-formal structures of education in the UK, highlighting the impact of modernization on educational aspirations and socio-economic outcomes. The essay also delves into theoretical models of citizenship in contemporary Britain, including classical, social, and neo-liberal perspectives, and examines the associated risks, vulnerabilities, and resilience issues. Furthermore, it discusses the role of the state as an agent of social surveillance in the context of education and welfare, ultimately concluding that a balanced approach is necessary to ensure both individual rights and social responsibilities are upheld within the UK's education system. Desklib provides access to this and other solved assignments for students.

ESSAY

Table of Contents
INTRODUCTION ..........................................................................................................................3
MAIN BODY ..................................................................................................................................3
Theories of welfare-.....................................................................................................................5
Theoretical model of citizenship in contemporary Britain-.........................................................6
Theories of risk, vulnerability and resilience in the issues with citizenship-..............................7
State as an agent of social surveillance-......................................................................................7
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................1

INTRODUCTION
Citizenship played important role in the community by obeying laws, registering for
selective services active participation for government and society. Welfare encompasses range of
government programs that designed for individual families in order provides them different
facilities such as medical care, housing, food , education etc. The topic for essay is Education,
the education system of UK is mandatory for until the age of 18 in addition to this at the age of
16 it is compulsory for going school. There are 3 level of education which is related to
vocational, academic and earning on the basis of qualification that is based in work and
apprenticeships. Education is defined as the act of teaching knowledge for others and also act of
receiving knowledge from someone else (Silverio, Wilkinson and Wilkinson, 2021). This is also
refers to the knowledge that received on the basis of instruction and schooling regarding teaching
as whole. In the past, education was strong in order to take the helps of Vedic, Muslim,
Brahmanical, British period etc. At the time of Vedic period school were becoming boarding and
students were handed to teacher in order to take care of children whole day also physical
education was compulsory at that period. The present education system is divided in four main
parts such as secondary, primary, further and higher education. In past there were issue related to
not using specific grading system that is solved now. The aim of the essay is to enhance the
knowledge regarding educations system of UK by focusing on theories and issues that will
apply. The theory are related to modernity and the post modernity which impacts on the welfare
provisions of UK.
MAIN BODY
Education is related to the formal and informal ways that helps to acquiring knowledge
while schooling stand for main and secondary stage of formal education system that take place in
the school. In school student have the criteria of going tos school, attending classes and waiting
for writing and pass the examination. The educations systems ins UK there are divided into four
parts which are related to primary, secondary, further and higher education (Yildiz, 2018). Also,
Children in UK have to legally attend primary and secondary education that turn about 5 years
old until the student is 16 years old. According to the study by US news and world report, The
education system of UK has scooped ins first spot in 2019 for best countries for education in
order to maintain it rank from last year. In the countries ranking there are fifth rank get by UK
from all the countries. There are different structure followed by education system such as formal,

informal and non formal education. In the formal education it is related to school or institution
involved that are also using the hierarchical structure for teaching, uniform is compulsory at the
education place and the time is fixed for classes.
Then in this structure this is subject oriented that is based on given subject offer by the
institution and student have to follow the structure in order to get certificate or degree at the end
of class This can be related to college or school and it the process which helps to promote
equality and divert y in the institution by promoting ethics. In the informal education this is
involving practical adult learning and diversity which is related to content and methods (Yuen
and Xie, 2020). This is also helps for promoting and mobilizing the local resources on the basis
of built on learner's participation. This is also helpful for adult who are only want to get practical
knowledge its is also related to training and internship on the basis of formal educations or get
degree. People can get the informal educations with the helps of reading books by their own
from library and collecting knowledge from other sources. For example, this is also including
teaching the child some basics such as numeric characters, any person can learning the mothers
tongue.
In addition to this is beneficial in order to more naturally the learning process as you can
learn at anywhere and any time by daily experience. There are different type of techniques are
used for less costly and time efficient learning process (Walker, Jenkins and Voce, 2018). The
non-formal education is related to basic education which is also including school equivalency
preparation and individual can understand the knowledges regarding job skill and basic skill. In
UK this is common in order to develop more knowledges regarding girls guide and boy scouts
program, swimming etc. This is also including community based adult education courses. On
the other hand some authors are argues for this pattern because in this attendance is not
compulsory that is not taking seriously by students. There are very less professional and trained
teachers are participated in order to develop the knowledge. There are many organizations who
are providing fake certificate regarding the same. On the basis of theory of modernity it has been
argues that in this society industrialize and further develop by influencing the social background
in orders to describe the characteristics on the educational and socio-economic outcome declines
ins orders to achievement of education system that become important (Marques and Powell,
2020). The modernization helped to see and dream for better living and better house that directly
directed towards the education.

The higher educations is normally considered in order to full-fill the dreams through
betters job and better earning. There are different versions of modernization theory which is
related to the implicit and explicit tenets that are regarding the societies which are developing
through serious of evolutionary stages. The another stage is related to different degrees and
patterns that are related to social differentiation and reintegration for structural and cultural
components. Also, education act powerful in order to enhance modernization that are help for
developing national outlook and international understanding (Burrow, Williams and Thomas,
2020). That are help the students in order to develop the latest knowledge ins economic, social ,
scientific and cultural domain of human life. In UK, it does not nots impacts more in regard to
uses essential way of educations system that also helps for acquiring the skill regarding helps
them for advance both professionally and academically. On the other hand late modernity insist
that contemporary society that not confront by post modernity that the extension of modernity in
orders to sociology of education in UK. The post modernity is commonly perceived as the stage
of late modernity or late capitalism which follows modernity so that it is understood on the basis
of theoretical trend which attempt for unsettle number of key concepts that associated by
enlightenment in regard to grand narratives of the progress. This culture there is no major change
of educations in society but it impacts on welfare provision by policy-makers are affected ins
order to recognize the fact of educations ins regards tos develop the educations for serves or an
engine for the economic growth on the basis of accumulation for human capital in education that
are strongly associated for boosting the level of social capital (Cleland and Durning, 2019).
Further, there are institutes that change the social relationships in order to causes regarding
phenomenon change. The proper civic is related to teach young people for basic education about
how government works in regard to executive, legislative and judicial branch of government that
enforce the laws.
Theories of welfare-
Welfare is the act performed by the state in order to ensure better life of human being or citizens
and also consider their risks, vulnerabilities, jeopardies and other aspects of life and addressing it
in attempt to extent well-being to them. With this respect modernity and late modernity theories
are considered. By perceiving the theories impact on welfare provisions can also be perceived.
Educational welfare also hugely affected by the theories of aspects of welfare. Since in all
different era or time the inclination toward welfarism has not been same.

Modernity theory, which has been there from around 1650 to 1950 (Edeme, 2018.) It was
basically based on the key aspects like trust in science, clear social structure, nuclear family, jobs
for life, nation states and politics and most significantly a belief to progress. Education has been
one of such prominent welfare work. After uproar of nationalism state became responsible for
extending education as step towards welfare of the society. Upsurge of science and changes in
social structure led states to run school but it was not offered to all. There have been selected
section which was served.
Late Modernity theory deals with globalization, consumerism, more freedom, diversity and
uncertainty. It has changed the approach of serving people, problems also emerged like after
hyper nationalism and consumerism technical and professional education became prominent.
The welfare became now more rigorous for stability of politics. It did not remain responsibility
of only governments but shifted toward social groups, voluntary organizations who took
responsibility to extend such services. Mix institutions started serving people with collaboration.
It created a few risks like giving education to all and globalization also led governments to
provide quality education so can make the citizens more competitive. The problem of growing
population and changing educational requirements are placing risks and challenges in drafting
welfare provision (Clapham, 2020.)
Theoretical model of citizenship in contemporary Britain-
Citizenship can be defined as a relationship between individuals and state. These theories help to
understand the approach of the governments to determine such conditions under which person
would be considered its citizen. In modern Britain there are such liberal theories being practised
to recognizing citizens.
Classical theory- Which strongly believe in giving citizenship prioritizing political and public
aspects of life over other interests like private aspects. The biggest problem with the theory is the
main point is here political and public interests which are superseding private aspects.
Social theory- Specially under the labour government of the nation. Social inclusion is being
given priority over other aspects, this basically prioritize quality of status. The theory believes
that social norms of the society are driving factors and every citizen of the nation must be given

equal access to political, social and civic rights. But the problem with the theory that there are
still different groups in the nation in term of wealth, races, languages so on. In such
circumstances utter application of the theory is not that much easier (Robbins, 2018.)
Neo-liberal theory- In Britain with the evolution of labour rights and Marxism the theory took
place, it defines citizen and state relationship as giving preference to the citizens and it is duty of
the state to ensure their freedom and equal rights which enable them to pursue their goals and
aims. But the biggest problem is giving over importance to the rights of people and ignoring their
responsibilities and duties toward the nation and other communities.
So it can be evaluated that in contemporary time Britain is practising such theories of citizenship
which are liberal in nature and citizens are eccentric in the relationship with state. This is good to
certain degree but weakening their role and responsibilities (Lin, 2019.)
Theories of risk, vulnerability and resilience in the issues with citizenship-
As above some issues of citizenship theories in modern Britain are shared, it kicks off some risks
too. The citizenship is keeping citizens and their lives at centre which is somehow reducing their
role and responsibilities toward the state. People are more likely to take advantage of the
excessive rights given to them. Citizenship concept which gives equality to all but due to lack of
responsibility toward nation cases of class conflicts are so often (Horey, 2018)
The theory of vulnerability which believes that states who are adjudicating authorities decides
everything about people's life which somewhat makes them vulnerable. One side liberal
citizenship model is prevailing but on the other hand government is leading this relationship.
Resilience theory believes that this totally depends on us how we deal with circumstances not
depends on the adversities. There can be seen good resilience in the citizenship yet the agenda of
the government for welfare is based on some set of motives.
State as an agent of social surveillance-
In modern era the states are playing a role of being an agent to keep eyes on social aspects. It is
doing the duty of surveillance. As in Britain the citizens are given so many rights and the central
idea of having this model of citizenship is to ensure that the citizens must have equal opportunity
to ace their goals and aims van (Tonder, 2018. ) For making a welfare society government is
performing so many disciplinary functions like their welfare policies.
Education which was not the core duty of the state in past but now it is being ensured by the
government. Due to citizenship model of Britain government it is liable for this welfare and

providing education along with other entities like private sectors, social awakener etc. The role
of state is to collect funds from the citizens and for their betterment utilizing the sum, keeping
eyes that is it going in fair manner or not. States manages the public funds and welfare functions
like providing better education to its citizens are performed by the state.
But the role of the government as an agent has been always under suspicion since the
government is deciding the direction and degree of social welfare and It differs government to
government leading the states. Over the time the public expenditure in education has been
different in the hold of different governments which arouses the notion that state as an agent of
social surveillance is in dark.
CONCLUSION
It has been concluded citizenship played important role in the community by obeying
laws, registering for selective services active participation for government and society. Welfare
encompasses range of government programs that designed for individual families in order
provides them different facilities such as medical care, housing, food , education etc. The chosen
topic for essay is Education, the education system of UK is mandatory for until the age of 18 in
addition to this at the age of 16 it is compulsory for going school. Presets report discussed on
wide understanding on education system of UK in order tos develop more knowledge about it,
There were three level of education which is formal , in formal and non formal educations that
depend on the choice of student which category they want to choose. The early pattern of
education was depended on the past, education was strong in order to take the helps of Vedic,
Muslim, Brahmanical, British period etc. (Bozkurt, 2019.). The current education system is
divided in four main parts such as secondary, primary, further and higher education. Further,
Theoretical model of citizenship in contemporary Britain was discussed by supporting Classical
theory. The Social theory and Theories of risk, vulnerability and resilience in the issues with
citizenship-State as an agent of social surveillance are explained in orders to enhance the
knowledges regarding Britain the citizens are given so many rights and the central idea of
having this model of citizenship is to ensure that the citizens must have equal opportunity to ace
their goals and aims. For making a welfare society government is performing so many
disciplinary functions like their welfare policies.

REFERENCES
Books and journals
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of history, definitions, and theories. In Handbook of Research on Learning in the Age of
Transhumanism (pp. 252-273). IGI Global.
Burrow, R., Williams, R. and Thomas, D., 2020. Stressed, depressed and exhausted: Six years as
a teacher in UK state education. Work, Employment and Society 34(5). pp.949-958.
Clapham, D., 2020. The Demise of the Welfare Regimes Approach? A Response to
Stephens. Housing, Theory and Society. 37(5). pp.548-551.
Cleland, J. and Durning, S.J., 2019. Education and service: how theories can help in
understanding tensions. Medical education. 53(1). pp.42-55.
Edeme, R. K., 2018. Revisiting the economic growth-welfare linkages: Empirical evidence from
Nigeria. Asian Themes in Social Sciences Research. 1(1). pp.28-33.
Horey, D., 2018. Global citizenship and higher education: A scoping review of the empirical
evidence. Journal of Studies in International Education. 22(5). pp.472-492.
Lin, K. J., 2019. Doing good, feeling good? The roles of helping motivation and citizenship
pressure. Journal of Applied Psychology. 104(8). p.1020.
Marques, M. and Powell, J.J., 2020. Ratings, rankings, research evaluation: how do Schools of
Education behave strategically within stratified UK higher education?. Higher
Education 79(5). pp.829-846.
Robbins, J., 2018. ‘More than a feeling’: An empirical investigation of hedonistic accounts of
animal welfare. PloS one. 13(3). p.e0193864.
Silverio, S.A., Wilkinson, C. and Wilkinson, S., 2021. The powerful student consumer and the
commodified academic: a depiction of the marketised UK higher education system
through a textual analysis of the ITV drama cheat. Sociological Research Online. 26(1).
pp.147-165.
van Tonder, E., 2018. The importance of customer citizenship behaviour in the modern retail
environment: Introducing and testing a social exchange model. Journal of Retailing and
Consumer Services. 45. pp.92-102.
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Walker, R., Jenkins, M. and Voce, J., 2018. The rhetoric and reality of technology-enhanced
learning developments in UK higher education: reflections on recent UCISA research
findings (2012–2016). Interactive Learning Environments 26(7). pp.858-868.
Weinberg, J. and Flinders, M., 2018. Learning for democracy: The politics and practice of
citizenship education. British Educational Research Journal. 44(4). pp.573-592.
Yildiz, Y., 2018. Maladministration in the UK education system: A sociolinguistic perspective.
In International Perspectives on Maladministration in Education (pp. 48-62). Routledge.
Yuen, J. and Xie, F., 2020. Medical education during the COVID-19 pandemic: perspectives
from UK trainees. Postgraduate medical journal. 96(1137). pp.432-433.
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