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Systems and Structures of Compulsory Education in the U K

In carrying out the plan effectively, Hanford, Reader, and Fullick (1992) as cited in Fosket (1992), proposed that there should be a linkage of the schools to the community, having the parents, media, and the employers as regulators so that the education being offered to the students is holistic. According to Hanford as cited in Fosket (1992), liaison between the school and the parents of the pupils is based on a well-founded tradition (p. 105). Saying that parents are just for the home holds an obsolete idea since the Education Act of 1994 strongly indicated the legal duty of the parents to ensure their children’s education. The use of media in schools has greatly affected the teaching techniques of the teachers. Thus, having the media in line with other regulatory bodies is just coherent. Media can be used to raise awareness, and create a positive image of the school (Reader as cited in Fosket, 1992, p. 118). Fullick as cited in Fosket (1992) concerns more on future employment, where the economic trends affect the choice of students of their career paths. Funding is also a major issue in the education sector. Knowing that no organization could survive without proper financial help, privately owned businesses also finance certain schools and even directly helping the students by giving them scholarship grants. This situation implies that even institutions not related to giving education also matter in terms of support.An existing challenge faced by both government and external statutory bodies of is the tiering of the school system. The tiering of the UK school system has lowered the education’s principle of equality since it can be a form of stratification among students. The report says that the two-tier system creates a poverty trap for disadvantaged.