留学生assignment代写:激增政策

Findings have shown that there has been an unprecedented surge in policy aimed at improving educational and literacy standards in secondary schools. Teacher targets, the imposition of new qualifications, the induction of a more stringent curriculum and short‑term funding initiatives at a local and national level have all been trialled (either individually or simultaneously) within the past two government terms. The cumulative results have been somewhat disappointing with targets missed, quotas miss‑allocated and – crucially – academic and literacy standards not rising as policy makers would have intended. Although keen to stress isolated educational successes (such as the increase in secondary students attaining Level 2 qualifications), there is a sense that the literacy enhancement policies in the UK are failing to address the cause of the problem, seeking instead to look only at the effect. This is largely due to ‘policy overkill’ on the part of New Labour whereby teachers are encouraged to concentrate exclusively on those students who are likely to yield positive results in a quota and target‑specific context at the expense of those who are most in need of extra tutorial assistance.“Teachers are crying out for flexibility. They want to demonstrate their own ideas in teaching and show that they have ownership of what they are teaching. But why is [the government] still hanging on to these targets? Everything shows that they narrow the curriculum, stress pupils out and make life harder. Nothing will change if tables are still involved.”