Essay代写：Extension schools in the UK－r51due

下面为大家整理一篇优秀的essay代写范文- Extension schools in the UK，供大家参考学习，这篇论文讨论了英国的拓展学校。英国的拓展性学校指的是学校在正规的教学时间之外提供系列服务和活动，以满足学生、家长和社区的需要。2001年，英国教育与技能部承诺政府将立法消除学校和社区联系的障碍，并进行实验来发展拓展性学校。这标志着拓展性学校的概念正式出笼。英国的拓展学校的出现弥补了传统学校忽略学生当下生活的弊病，其建立的初衷体现了终身教育的民主内核。

An extended school in the UK is a school that provides a range of services and activities outside the regular school hours to meet the needs of students, parents and the community. Extended schools solve the problem of unsupervised children and weak community education. They have the characteristics of caring about children's current life, paying attention to vulnerable groups and integrating social education resources. They fit the essence of lifelong education and provide reference for school education reform in other countries.

Since the emergence of modern lifelong education thought in the 1960s, people's confidence in the reconstruction of modern education has been ignited by its bright proposition that it takes care of the whole life of people and integrates all kinds of education resources in society. Nearly half a century has passed, and although the modern lifelong education thought is gradually mature, the fact that its practice is weak has not been fundamentally solved.

An extended school in the UK is "a school that provides a range of services and activities outside the regular school hours to meet the needs of students, parents and the community". In 2001, a white paper published by the education and skills department, school success, promised that the government would legislate to remove barriers to school and community links and conduct experiments to develop outreach schools. This marks the formal launch of the concept of an extended school. In 2005, the education and skills department issued the "extended schools: opportunities and services for all" plan and set the corresponding goals.

By 2010, all primary schools will be able to provide full, affordable year-round child care from 8 a.m. to 6 p.m. At least half of all primary schools were able to provide such services in 2008. Child care services are based on the school the child is in. They can also be provided at a nearby school or by a partner private or volunteer somewhere else.

By 2010, all secondary schools will be open to the public from 8 am to 6 PM all year round, providing young people with a series of activities, such as art, sports, special interest clubs, learning assistance, information exchange technology and holiday activities. At least a third of secondary schools were able to provide such services in 2008. Since teenagers only want to participate in activities that are attractive to them, the school should provide opportunities for students to actively participate in the activity development process. Through a series of services and activities, students have the opportunity to develop their interests and strengths, learn new skills, and gradually socialize in a safe environment.

By 2010, all 3-4 year olds will receive 15 hours of free comprehensive education and 38 weeks of care per year.

As we all know, the lifelong education thought system constructed by langerlang aims to solve the problem of people's adaptability due to the rapid changes in society, which is a passive "crisis overcoming" thought system. However, in 1975, Dave, director of the education research institute in Hamburg, United Nations educational, scientific and cultural organization, concluded that "the ultimate goal of lifelong education is to maintain and improve the quality of life". Italian scholar gerby pointed out that the ultimate goal of education for life is to help those who suffer from social injustice and differences escape from political or economic difficulties. Regardless of the specific statement, the above points of view all show that people pay attention to the quality of life in common. Undoubtedly, life here includes both the present life and the future life.

The emergence of extended schools in Britain makes up for the fact that traditional schools ignore students' current life.

First of all, the urgency of establishing extended schools is related to the current living environment of British children. At present, British communities are fragmented, losing their organic connections and becoming loose individual families. In addition, parents are worried about dangers, traffic accidents and strangers, and do not trust their children to play alone in the game field. Children lose the natural context of play, inquiry and learning. Therefore, it is necessary to provide a safe and organic living environment for children.

Secondly, from the perspective of the service content provided by the extended school, it covers a variety of activities and provides the key education for the critical period of children's growth, which can basically meet the requirements of students in various aspects and enable students to live a rich spiritual life after class. The education reform of the school under the guidance of lifelong education ideology is "the reform currently focuses on the situation of knowledge transmission, considering teenagers' 'development in emotional, social, artistic and physiological aspects' and individual differences of students".

Finally, extended schools provide parent training services to help children through the critical transition period. Most parents, as non-professional education people, lack necessary professional knowledge and are at a loss about their children's problems in critical period. They are eager to get help in this respect.

With the constant enrichment of the connotation of lifelong education, its attention to the characteristics of social vulnerable groups is increasingly prominent. Specifically, it contains at least three meanings:

First of all, lifelong education thought advocates that "lifelong education is contrary to top-notch education and has universality. It advocates the democratization of education".

Secondly, the lifelong education system "provides new opportunities for those who fail to complete all their studies or leave education system due to academic failure for a variety of reasons".

Finally, as gerby put it in the position of vulnerable groups in the third world, "all people who encounter unfair social treatment should stand in the position of social justice for life education and show solidarity with their demands. In other words, social education policies should be tilted towards them, and education should extend a helping hand to them.

In view of the bias of traditional elite education and closed education, people have also made a lot of practical exploration, such as "inclusive education" and "return to education", but the results are more theory than operation possibility.

Britain's extension schools were set up to embody the democratic core of lifelong education.

First, it fits with an important tenet of the Blair government's education policy: the education problem of disadvantaged or excluded groups must be addressed. Because if people get out of touch with schools and continue to have education, that means they lose touch with the job market, which can cause serious problems for the whole society and its welfare system. One of the best ways to solve this problem is to put these people to work, and the best way to put them to work is to put them through high-quality education, good training and exercise. From 2005 to 2008, the British government spent 790 million pounds to support the development of extended schools. For the first time in the UK and around the world, this kind of state-funded integration of different institutions and organizations, with schools as the center, provides comprehensive services to children, their families and their communities, and forms a national framework.

Second, in the 2002-2003 academic year, 25 local education authorities, funded by the education and skills department, developed the second part of the "extended school pathfinder" programme, "activities targeting vulnerable groups, deprived and serviced areas".

Finally, the core service of an extended school is to ensure that all children and parents have access to a minimum of services and activities, rather than providing each school with specific, directly applicable, fixed models and blueprints. For special education and disabled children, it is more necessary to provide a new form of service.

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