Education: How the Public Can Exercise Influence

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Table of Contents

Introduction
Structure of School system in the U.K.
The Role of the Public
Location, Special Education, Additional amenities
Additional amenities
Conclusion
References

Introduction

Ever since the democratization of governments, a large number of services began to be performed by the authorities. While in early times governmental responsibilities were limited to protect the nation’s territorial integrity and internal law and order, it was not considered the duty of government to provide for the education of its citizens or provide a number of other services that would alleviate the sufferings of the poor. However, in modern times representative governments assumed responsibility for a number of areas in human activities. At one stage much emphasis was laid on these ‘welfare measures’ that enlightened governments prided themselves in spending much on education, electricity, transport, health care, sanitation, housing, etc.

The model of European states was followed after the end of the second world war in the newly independent states in Asia and Africa as well. Even though in recent times there has been a reluctance to accept the responsibilities of a full welfare state and though much is talked about privatization of all services, still many services are rendered by governments. We shall take one area, viz. education, and examine how far the public could take initiative and bring its influence over the way it is being managed. As all other growth flows from careful attention given to proper education of the citizens, the importance of education in enriching human resources can hardly be over-emphasized.

Structure of School system in the U.K.

As pointed out by TAD, 90% of the children in England and Wales study in what is referred to as mainstream schools: ” Mainstream schools have a lot in common; they are all funded by local authorities, follow the national curriculum, and are regularly inspected by the Office for Standards in Education, Children’s Services and Skills (Ousted).” Thanks to the meticulous care taken by the government and the public over the decades they serve well the purpose of providing compulsory education for all children for a period of eleven years. In fact at the primary, middle and secondary levels there have been conscious efforts to maintain high teaching and evaluation standards, good rapport with the parents, and enough agencies to objectively deal with suggestions and complaints.

The Role of the Public

Nevertheless, there is always scope for the general public to take more interest in what is most important to a citizen, viz. proper education. If enlightened citizens take upon themselves the responsibility not only to acquaint themselves with what is going on but to add their mite to a well-balanced system, there is bound to be even greater benefit accruing to the society. It is true that in the present pace of modern life one’s hand is full with one’s own pursuit of a livelihood. Still, sometimes there could be different ideas on where schools could be located, whether special schools must be considered essential in some areas or whether additional amenities could be given to schools, and a number of similar concerns.

Location, Special Education, Additional amenities

The above are the three areas in which the public/parents can contribute to an even better atmosphere in the schooling system. Many of the schools are located in their present places due to factors like the availability of land at the time of construction of the schools, the density of population at that time, and the like. However, if it is now found that any school needs to be shifted to a new place based on factors like a central location for most of the pupils, availability of better transport facilities in the new location, etc. the same can be attended to by suitable representation and diligently following up the same. Interaction with the school management and appropriate educational authorities would undoubtedly yield good results.

In fact, it is not necessary that one must send his child to this school. Any public-spirited citizen can take upon himself the way in which a change in location would help a maximum number of children studying in that school. Nowadays internet access is almost had by all and suitable announcement by the person who suggests a change would invariably reach all concerned at no time with not much personal expense for the person proposing the same. And it will not be difficult to form a small committee of five to seven people to pursue the matter. And there are enough public-spirited ladies and gentlemen who would like to associate themselves with a good cause like this. There is no confrontation involved. More so, in recent times when many matters are sought to be settled by local influence, local authorities and local people. What is required is the willpower to do something better, not to approach the problem with a condescending air but a genuine desire to be of help to children. This committee can coordinate with the school management, parents, governmental agencies, and the general public to settle the school in a newer, better location.

Regarding Special Education or what is especially required for differently baled children, the government has a number of special schools and schemes. It is sad to learn that nearly 7% of the children in the UK are disabled. As Every Child Matters points out, only 4% of disabled children are taken care of by social services. In this respect, as children grow up, the stress on these children and their families when they reach 16 or so is enormous. Much can be done by citizens who are conscious of the plight of the less privileged in this area. Provision of buildings, facilities for special education, the appointment of committees to oversee the selection of teachers and other personnel for new care homes and schools for these could be taken up as a service to society. It is not that everything must be left to the government. In poorer nations where there is a constraint of funds and manpower such neglect of children leads to their lifelong misery. But in affluent countries like England and many European Nations, Canada, Australia, New Zealand, the US, etc. money is not the constraint but certain willpower to contribute to the less fortunate. Though physically we may not be able to do much, financially helping the disabled through concerted efforts would not be a

burden. Such a spirited outlook to voluntarily come forth and alleviate the difficulties would enrich one’s cultural moorings and lessen the burden of the less fortunate. Even from affluent nations help could go to visually handicapped children in undeveloped and underdeveloped countries in the form of tape-records, computers, and other modern gadgets so that disabled children could get some job-oriented education which would give them a dignified role in society. In this age of technological growth to get in touch with such organizations in different countries is not at all a problem. In this way as well citizens could promote the cause of education.

Additional amenities

We had earlier stated that the provision of additional amenities in existing schools would vastly help the students. The Department for Children, Schools, and Families has as its objective “to make England the best place in the world for children and young people to grow up. It wants to make children and young people happy and healthy, keep them safe and sound, give them a top-class education, help them stay on track.” There is no doubt about the intention and execution of a sound policy. However, an unexpected danger has come in the form of the Internet. There are great advantages in the use of the internet, particularly in the field of dissemination of information and knowledge. Unfortunately, the internet has also brought about a number of pitfalls in that they are in danger of getting access to inappropriate sites at that age.

Besides a number of socially undesirable elements take advantage of the situation in attempting to poison the minds of children and youngsters. In fact there has been much social concern in this regard that the Prime Minister of England had asked Ms.Byron, a Consulting Clinical Psychologist to carry out an independent review of the risks for children due to digital invasion. She has come out with a masterly report and associations of parents and informed citizens can be formed in each locality to pursue this matter. This matter deserves serious attention by all public-spirited citizens because the danger is pervasive. Along with this, amenities in the schools in the locality can be added by citizens who are socially conscious. It is true that most schools do not lack many basic requirements. However, considering the growth in technology and newer inventions in the educational sphere, not all schools may be having what can be termed as “recent arrivals”.

Conclusion

Social groups can easily take up this laudable work without much fuss and take pride in providing the latest facilities for schools in their locality. For the older generations, this would not be a strain on their purse either. But the benefits that would accrue to children are immense. In poorer countries, philanthropic societies come forward to provide for drinking water, basic tools of teaching like black-board, chalk-pieces, charts, maps, etc. Here in advanced countries, we can update technological facilities. Recent researches indicate that the UK uses the most innovative aspects in technology and business. (Ian Pearson – UK Innovation, Technology and Growth Conference) And this innovation would be base on a safer, healthier, and intelligent community of children.

References

Report from African Association for Public Administration and Management, 26^th AAPAM Annual Round Table Conference, Mombasa, Kenya 2005.

Australian Public Service Commission, The Role of the Public Service Commissioner.

The Byron Review – Children and New Technology, The Byron Review is an independent review supported by officials from the Department for Children, Schools and Families, and the Department for Culture, Media and Sport.

Chapman R.A., Ethics in Public Service International Political, Edinburgh University Press.

Department for Children, Schools and Families (DCSF) –Every Child Matters – Change for Children – Facts and Figures.

The English education system, Training and development Agency for Schools.

Ian Pearson – UK Innovation, Technology and Growth Conference Hilton Metropole, London – 18 March 2008 (Department of Innovation, Universities and skills).

TDA – Special Educational Needs and Disability.

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