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This Act implements proposals contained in the White paper "Higher Standards, Better Schools For All" (Cm.6677). It will enable:all schools to become Trust schools by forming links with external partners and thereby own their own assets and be ablle to set their admission arrangements. Local authorities will take on a new strategic role including:duties to promote choice, diversity, high standards and the fulfilment of potential for every child; a duty to respond to parental concerns about the quality of local schools; cting as decision-maker on school organisation matters; responsibility for making sure young people have a range of exciting things to do in their spare time; appoint School Improvement Partners for maintained schools; provide positive activities for young people. The Act will also tighten the admissions framework and reaffirm the ban on new selection by ability; place a ban on interviewing; and strengthening the status of the Code on School Admissions. In addition there will be new powers: for staff to discipline pupils;extend the scope of parenting orders and contracts; establish new nutritional standards for food and drink served in maintained schools. Existing inspectorates will merge into a single inspectorate (Office for Standards in Education, Children's Services and Skills)to cover the full range of services for children and young people, as well as life-long learning.
Terrorism, cyberbullying, child pornography, hate speech, cybercrime: along with unprecedented advancements in productivity and engagement, the Internet has ushered in a space for violent, hateful, and antisocial behavior. How do we, as individuals and as a society, protect against dangerous expressions online? Confronting the Internet's Dark Side is the first book on social responsibility on the Internet. It aims to strike a balance between the free speech principle and the responsibilities of the individual, corporation, state, and the international community. This book brings a global perspective to the analysis of some of the most troubling uses of the Internet. It urges net users, ISPs, and liberal democracies to weigh freedom and security, finding the golden mean between unlimited license and moral responsibility. This judgment is necessary to uphold the very liberal democratic values that gave rise to the Internet and that are threatened by an unbridled use of technology.
In the first book in their series on Marxism and Education, Rikowski and Green use Marxist theory to examine the dialectic between race and power in education. The series is aimed at educationalists - teachers, researchers, policy-makers or administrators, as well as activists who consider the Marxist tradition a valuable and important resource.
In this report the Education Committee warns that extending the National Citizen Service (NCS) offer to all 600,000 16-year olds could have a price tag in excess of £350 million each year even if only 50% of young people take part. This would make it more costly than the entirety of youth services currently provided by local authorities. Instead, the Committee calls for the NCS to be retained but become a form of accreditation for existing schemes which meet the Government's objectives. The report criticises the Government's failure yet to outline a youth policy or strategic vision for the sector. It says that youth services are suffering disproportionate cuts and that the Government should be prepared to take action to ensure that local authorities meet their statutory obligations. The Committee finds that evidence on the effectiveness of youth services is lacking and calls for more effort by government and service providers to help guide local authorities on where best to spend scarce resources. Youth services cannot be immune from public spending cuts and the sector must make better use of non-public forms of funding, including charitable, philanthropic and private sources.
This report investigates the actions taken by the Government to improve PSHE following Ofsted's finding in 2013 that the subject required improvement in 40% of schools. It concludes that the Government's current strategy for improving PSHE is weak, with a mismatch between the priority that ministers claim they give PSHE and the steps that have been taken to improve the quality of teaching in the subject. There is an overwhelming demand for statutory sex and relationships education - from teachers, parents and young people themselves. Statutory status will help ensure investment in training for teachers to improve its provision. SRE forms an important part of any school's efforts to safeguard young people from abuse, and is particularly needed to protect the most vulnerable children. PSHE builds character and resilience, and will help young people to live happy and healthy lives. The Committee recommends: all schools should be required to run a regular consultation with parents on the school's SRE provision; the parental right to withdraw their child from elements of SRE should be retained; the Government should formally endorse and issue the SRE guidance produced by Brook, the Sex Education Forum and the PSHE Association and promote this more actively to schools and governors; the funding of continuous professional development for PSHE teachers and school nurses should be reinstated; Ofsted should resume its regular subject surveys of PSHE provision; SRE should be renamed Relationships and Sex Education - RSE - to emphasise the relationships element of the subject.
This text presents a comparative, cross-cultural analysis of the legal status of religion in public education in eighteen different nations while offering recommendations for the future improvement of religious education in public schools. Offering rich, analytical insights from a range of renowned scholars with expertise in law, education, and religion, this volume provides detailed consideration of legal complexities impacting the place of religion and religious education in public education. The volume pays attention to issues of national and international relevance including the separation of the church and state; public funding of religious education; the accommodation of students’ devotional needs; and compulsory religious education. The volume thus highlights the increasingly complex interplay of religion, law, and education in diverse educational settings and cultures across developing and developed nations. Providing a valuable contribution to the field of religious secondary education research, this volume will be of interest to researchers, academics, and educators with an interest in religion and law, international and comparative education, and those involved with educational policy at all levels. Those more broadly interested in moral and values education will also benefit from the discussions the book contains.
Promoting British Values in the Early Years explores what is meant by British values and how these can be promoted in the Early Years Foundation Stage (EYFS). The book encourages practitioners to reflect on their own attitudes and beliefs and highlights the importance of parents, children and practitioners working together to create inclusive communities. It also examines how and why it is important to foster a sense of belonging, provide inspiration and promote positive attitudes in order to improve outcomes for children. With case studies and useful links to the EYFS, this book will help readers to nurture children’s sense of identity and support them in becoming responsible citizens, celebrating diversity and valuing different cultures, customs and practices. It offers practical guidance on how to develop children’s understanding of liberty and democracy, and a mutual tolerance and respect for different faiths and beliefs. This book will be of interest to Early Years practitioners and primary school teachers, as well as undergraduates studying relevant Early Years and Childhood Studies courses. It is also relevant to parents of young children.
Promoting Fundamental British Values in the Early Years is designed to help early years professionals, leaders and managers understand their responsibilities in relation to fulfilling the Prevent duty and promoting fundamental British values in foundation stage settings. The book: - Provides a brief explanation of the Prevent aspect of the Government's counterterrorism strategy and the implications that this has for safeguarding, child protection and curriculum delivery in the early years - Takes an in-depth look at what the Government means by 'fundamental British values', explaining how these are already implicitly embedded within the EYFS - Offers activity ideas and case studies that exemplify how to promote democracy, the rule of law, individual liberty, and mutual respect and tolerance for those with different faiths and beliefs in the early years setting.
Anyone who works within children and adolescent mental health services will tell you what a challenging and complex world it is. To help prepare you, the authors have produced a clear introduction to child and adolescent mental health that takes you step-by-step on a journey through the subject. Beginning with the foundations, the book explores the common mental health concepts and influences that you can expect to encounter examining topics like the difference between emotional and mental health issues and how mental health problems develop. It then moves on to explore the vital skills that you will need to develop like effective communication and basic counselling skills, and introduces some of the common interventions like Cognitive Behavioural Therapy, Psychodynamic theory and Family work. Written by a multi-disciplinary team of passionate and experienced experts, the book strikes an effective balance between introducing the relevant theory and showing how this can be applied in the real world. It is an essential starting point to the subject of child and adolescent mental health and suitable for any students planning to support this group.