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A Study Of The Provison Models Of High School Educatin In UK From Multiple Perspectives

Posted on:2012-04-02Degree:DoctorType:Dissertation
Country:ChinaCandidate:F Q KongFull Text:PDF
GTID:1227330368995646Subject:Comparative Education
Abstract/Summary:PDF Full Text Request
High school education is particularly important in the whole education system. The development state of high school education has relation with a state, a nation and everyone. Furthermore, it has a close bearing on the solution of the problems of education equity and justice. That is why all the countries in the world recently lay special stress on developing their high school education. In this process, how to choose the provision models of high school education becomes the most important one of all emphases. But for now, it is the essential question which puzzles many countries. So, how should we choose the provision models of high school education so as to achieve the goal of the popularity of high school education? One of the keys to this question is to learn from other countries by international comparative study.England is characterized by its design and choosing of the provision models of 16-19 education proceed from its long tradition of elite education and its own actual conditions. The provision model of academic education, comprehensive education and vocational education compose the whole system of 16-19 education. The three models do their best and assume their respective role and work together to share the responsibilities of the 16-19 education in U.K. Then, what are the history and evolution process of the three models on earth? What is the social, cultural, economic, ideological foundation of the existence of each model like? What about the actual situation of their practice such as recruit, courses offered, exam and qualification, students’streaming and the final way after graduation? What valuable contribution did each model make to the popularity-oriented development of 16-19 education? What about each model’s social acceptability and reputation? And what are the outstanding problems with each model? How did England deal with the connection between the three models during the recent reform of 16-19 education? What about the unique feature, the successes and the failures of choosing the provision models in England? To investigate on these questions is significantly important for other countries to learn from England in the development of high school education.The dissertation consists of an introduction and six chapters of main text:In the Introduction, the significances and current situations of the research, the research methods and the general train of thought, frame structure of the dissertation is introduced and the key concepts concerned are examined.In Chapter 1, the high school education’s peculiarity (including the general quality, aim, function and task of it etc.), the basic types of the provision model of the high school education, the three perspectives which are used to examine the provision model of high school education are discussed, so that it can offer theoretical foundation to the following studies.In Chapter 2, the history of British 16-19 education is reviewed briefly. It investigates from the historical perspective into the grammar schools and public schools under the education value of elitism, the popular provision model of high school education from the end of the WorldⅡto 80s in the 20th century, and the reform and development of 16-19 education in U.K. since 1980s.In Chapter 3, the academic model of high school education is described and analyzed. Based on the elaboration on the theoretical base and the specific practice of this model, a comprehensive comment on this model is made from the three perspectives of elite and common, equity and efficiency, and the integration of general education and vocational education.In Chapter 4, the comprehensive model of high school education is described and analyzed. Based on the elaboration on the theoretical base and the specific practice of this model, an all-round comment on this model is made from the three perspectives of elite and common, equity and efficiency, and the integration of general education and vocational education.In Chapter 5, the vocational model of high school education is described and analyzed. Based on the elaboration on the theoretical base and the specific practice of this model, a comprehensive comment on this model is made from the three perspectives of elite and common, equity and efficiency, and the integration of general education and vocational education.In Chapter 6, the feature, achievement and successful experience, failures and lessons of 16-19 education in U.K are summarized and reflected.
Keywords/Search Tags:England, 16-19 education, the provision models, academic education, comprehensive education, vocational education
PDF Full Text Request
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