Discussion On The Selective And Comprehensive Education Systems

Discussion On The Selective And Comprehensive Education SystemsThe debate on selective and ecumenical statement systems is unending. Considering that each society might have its own system of reproduction, it is almost difficult to find a homogenous agreement on which system is discipline and acceptable to all. Debate on this topic al miens finds convincing arguments from either side. Some people argue that selective nurture is a practice of democracy-which switchs every person the freedom to choose whatever he/she values. Prop hotshotnts of selective education argue that it is a good system which ensures efficiency is maintained to be precise, one size fit all system system weakens the value of education. Anderson (2007) argues that selective education benefits poorer pupils more. Writing about British education system, Anderson argues that we argon failing to give excellent education to cleverer boys and girls and a sound basic education to less able pupils.Thesis Statement The issueIt is quite difficult to satisfactorily put up either side. This is because contrasting people view this debate diversely human rights gurus see friendly segregation in it, politicians may view it either way while sociologists may claim that selection may lead to a feeling of inferiority complex in children who be viewed as less able. This radical takes the position that selective education should be discouraged, because it is an antithesis of personal choice, and it leads to social segregation and exclusiveness. The study reviews credible literature to support the thesis.Key words selective education, comprehensive education, system, inequality.Definition of TermsSelective and comprehensive education what is it?As it sounds, selective education involves choosing pupils to join a certain school based on a certain criterion. This usually happens at the secondary level of education, rarely doest happen at the primary level. M any(prenominal) schools in the world practic e an open-primary school system. Pupils who are regarded as intelligent join certain schools while those that are regarded as academically less able are pooled together in a polar school. The opposite of selective is the comprehensive education system which accepts all students irregardless of their propensity. Here, children of mixed abilities are taught together.Every country may have a different criterion for selecting pupils who join selective schools. For instant in a system that existed in the United Kingdom and Wales at the beginning of the 1970s, pupils were selected to join two different secondary schools based on results to a test score at age 11. In other countries entrance examinations are administered. To note is that the criterion employ may vary from one society to another. Examples of selective schools are like the British grammar school, the French lycee or the German Gymnasium)Why selective education?Wales (2009) argued that education systems are of two different types those devised and imposed upon the people and those which arise of themselves out of the needs of the education (p.1). He also reiterates that irregardless of the system, wishes of the recipients and givers of education pass on try to modify it in one way or the other, with the wishes of the receiver having more weight. A government might provide education, but no form may be willing to take it, whereas when a group of persons say they need education a school develops. So is it possible to say that the receivers of education determine whether it is selective or comprehensive and why?Gardner (1959) described the American comprehensive high school as a peculiar American phenomenon sure in the provision of good and suitable education, both academic and vocational, for all persons and in a democratic environment that the American people cherish. He power saw it as recipe for democracy it gave all people equal opportunity to choose. Gardner didnt was less interested in the eff iciency of the system. However manpower shortages in the fifties and the launching of the Russian sputnik in 1957 led to criticisms in the education system, it was viewed as waste of young talent and education for all became education for none (Passow, 1971). tension was on the academically gifted student-whose educational prowess was akin to national survival. Despite several calls for the abolishment of the system and introduction of selection (Ricover, 1963 p. 38), the system survived in particular in the early 1960s which witnessed heightened human rights concern for the poor child. However various modifications were enacted on the existing system. This led to some form of selection, whether, de jure or de facto.Theresa May, can Conservative education secretary (1999) in support of selective education, stressed the need for a system, with high standards in education and which meets the needs of all children. She give tongue to it was a myth that supporters of grammar school s are but concerned about education for the rich. She said selection is based on ability, challenges all, and gives a chance to the nonage. Eric Hammond, former oecumenical secretary of the electricians union and chairman, supported her arguing that giving equal value to all learners does not necessarily imply a common school and strengthen weak schools by weakening the strong ones doesnt add value.In their research Bonhomme and Sauder (2009), concluded that the average effect of attending a selective school is to a fault minimal and the differences in the surgical operation of selective and non selective schools is due to the pupils composition.The counter-argumentSimilar literature as the one expounded above might convince somebody that the only way to maintain efficiency in education and support innovation is by selection. I agree to disagree. The biggest challenge today in the world is inequality, whether economic, social or political. Segregation of any kind leads to inequa lity. In the US, concerns with school segregation and declining educational achievement for the minority group drew attention to selection procedures and its consequences to the minority groups, segregation, whether de jure or de facto, contributes to a form of socio-economic isolation.A 1966 U.S. Office of Education countywide study often known as the Coleman Report found that a lager population of American children attended schools that were largely segregated-often based on racial background. The Coleman survey found that solemn discrepancies in educational achievement between pitch blackness and white existed and continued to widen. Supporting the study Wilson (1963,) maintains that utilization of educational opportunities follows, to a large degree, the lines of the stratification of the society (p. 217). Other factors held constant, Wilson observes that the socio-economic factors will affect the academic performance of the student. He also opines that the consequences are de trimental in the case of racial segregation.Charles Pinderhughes, lamented that what students learn from one another is as significant as what they learn from teachers or the hidden curriculum, and which involves things as how children think and learn about themselves, how they think about and view other people and how to cope with them. Values, morals and ethics or styles of appearance are an all important(p) part of social chemistry. A students fate control- the feeling and conviction that, he/she can take control of his/her own bearing is important in academics. This feeling of powerlessness in fate control can be related to the social composition of the student body. The grouping of such a student in a lower-class student body might intensify it.Roy Hattersley, former Labour deputy leader, against selection, argued that it has an adverse psychological effect on students who do not pass their 11-plus (in UK), he reiterated that regarding children as failures holds their emotio ns back. In addition Roy said that parents and pupils attitudes are changed by selection as grammar school pupils are habitually regarded as the elites of the society. In summing up, he cautioned that, selection often has a negative effect on primary schools who are always under regular pressure to train pupils for the 11-plus. Roy viewed selection as an antithesis of parental choice-in which parents dont choose schools schools choose pupils.ConclusionThe above credible literature amicably supports the thesis. Selective education of any form leads to social segregation, whether de jure or de facto, real or perceived. Segregation and social exclusion brought about by selection leads to unequal moral climate which finally affects negatively the motivation of children by not only inculcating a sense of inferiority but also by providing a different way of perceiving life values. Selective education should be discouraged because it is an antithesis of personal choice, and it leads to s ocial segregation and exclusiveness. The criteria used in selection in any society may not be effective, it often leads to favoritism, inequality and under funding of children who are perceived as being academically inferior to others.