A policy analysis of “The case for change (2003)

There are terms that will be used in this paper and need contextual definition. The first term is human capital, which is the value that a certain population or persons hold for a nation in terms of knowledge, skills and experience (Brewer & McEwan 2010). It determines the level to which a person is likely be involved in productive activities that benefit the nation. People with less human capital are less likely to be employed. Social justice, defined as the level of justice in terms of wealth distribution, privileges and rights within a society is the other term. Thirdly, there is pedagogy, which refers to the technique and way of teaching, principally as a theoretical model (Mitchell, Crowson, & Shipps 2011).

The policy fronted by this document is a deviation from the old one due to its focus on smart content development as well as regulating the major guidelines that span both the private and public sections of schools

Despite being one of the world powers economically and even academically, England has a scarcity of good degrees, that is, in mathematics and sciences. As a result, the teaching of the subjects is left to people that are more qualified in other fields. For instance, 16% of mathematics teachers in secondary schools are not specialists in the subject. In addition, only 21% and 19% of secondary school teachers have chemistry and physics degrees respectively (Department of Education, UK 2010). That serves as sufficient evidence to show that there is room for improvement when it comes to the proportion and qualification of teachers in the country.

In the academic year 2011-2012, there was a 17% growth of degrees awarded in England while the number of postgraduate courses on offer increased by 31% (Department of Education 2015). That is in comparison with the 2009-2010 academic year before the policy was drafted and began implementation. This is in line with the policy’s motive of casting the education net wider and having professionals with specified professional training in areas not explored before.

However, the implementation of the policy has been adversely affected by economic conditions. Consequently, spending per student has fallen in real terms despite the increased investment on the policy. The nominal spending has significantly increased but due to inflation and other factors including cost of living, its impact has not been felt by a significant section of the society.

Policymakers formulated and implemented policies meant to solve those issues as well as attaining other aims that would shape the educational panorama of the UK in the long-term.

The policy aimed at producing quality, skilled and all rounded students who can be absorbed by the British employment. It also aimed at improving the education systems to make it more accommodative and create a level playing field for all students irrespective of their parents’ social standing.

The education policy has achieved considerable success like the introduction of free schools, alteration of course content and increase in national spending on education. The number of post graduate courses offered has also increased, and so has the number of graduates. That helps increase human capital of the initially poorly endowed and the abandoned class. However, the progress would have been more significant and far reaching were it not for the societal problem of religious extremism, inflation and increased cost of living. The aforementioned, particularly extremism, have made the implementation of the policy especially where some schools had to be closed or policed on how they deliver content.

The policy is based on evidence showing that there are issues that might act as an impediment to the long term development of the nation, national cohesion, social justice and quality of graduates from the system. In that vein, it should devise an implementation plan that diminishes any conflict of interest; one that ensures that societal problems and conditions are taken care of so that they do not force the government’s hand into stopping procedures stipulated in the policy document.

. A nation that can relate better financially is able to achieve a level of integration that cuts across all ages, races, sex or sexual orientation.

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