Essay on Fundamental British Value Through SMSC in the United Kingdom

Introduction

Fundamental British values in the United Kingdom should be implemented in each school as a way of promoting delivery of education. Educational policies that are in place within the United Kingdom have significant impact on the outcomes and there is a need to explore the scope of legislation that impacts learning institutions (Carlile, 2018). The essay explores the need to implement fundamental British values in all institution as a way of promoting learning. The paper introduces basic policies that have been fundamental in the running of learning institutions in the country. It is also vital to establish basic values in the United Kingdom that impact learning in various institutions. A background check on policies existing can help understand matters to do with their launch and implementation within learning institutions (Soo and Elliott, 2010). The main policy that is the center of interest is the British core values included in the Education Act of 2002. It is vital to explore existing literature on the British core values in a bid to gain a deeper insight into the matter in question. It is also the interest of the paper to provide recommendations on the implementation of various policies that affect educational outcomes (Parkes, 2012). In essence, the paper seeks to answer the question, “Should British schools promote and reinforce fundamental British values as part of SMSC in schools?” An exploration on existing literature can help gain a deeper insight into the discussion topic. For instance, the education Act of 2002 is elaborate on various guidelines that should be followed in schools in a bid to improve the delivery of services. Some of the most important British values include the rule of law, democracy, individual liberty, mutual respect, and tolerance (Kok et al., 2010). Implementing policies that promote such values in institutions can prove strategic towards improving learning outcomes in a significant manner. The paper will utilize information from existing literature and legislations in the United Kingdom to reach a conclusion that is informed.

Introduction to Specific Policies

The Education Act of 2002 is elaborate on what schools should do or implement as a way of promoting British core values. The act was enacted in 2002 as a response towards UK’s adoption of the Human Rights Act (Parsons and Lewis, 2010). It is important to note that the enactment of the policy has helped change the scope of operation in the education sector in a significant manner. One of the most important aspects of the act is that it requires safeguarding of children and the young in institutions from harm or neglect (Starkey, 2018). Section 175 of the education act is elaborate on how institutions should safeguard the wellbeing of children and the young in schools. It is the duty of management at any institutions to explore the right strategies that promote mutual respect within the institution (Carlile, 2018). For instance, it is through the act that most institutions have developed a culture of protecting each student in a bid to create a comfortable and involving learning environment.

The Education Act of 2002 is detailed enough and provides guidelines on how institution should handle students. For instance, students with special needs in schools should be handled in a a manner that promotes equality and fairness (Soo and Elliott, 2010). In essence, fundamental values in the United Kingdom should be extended to institutions in a manner that promotes learning outcomes (Starkey, 2018). Discriminatory practices by the school towards people with disabilities and special needs can be detrimental to maintaining individual liberty and mutual respect. It is the duty of institutions in the United Kingdom to advocate and comply with the education act of 2002 as it impacts learning outcomes and the wellbeing of students (Parkes, 2012). The act requires anybody handling children to provide information regarding the safety of students and pupils in society. The act is a development that should be implemented fully in a bid to promote learning practices in institutions.

Basic Values of the United Kingdom

There are various policies that have been implemented in the United Kingdom that significantly impact learning in various institutions (Parsons and Lewis, 2010). It is vital for the paper to explore various British values that are fundamental as stipulated by policy in the country. The first important value that is widely accepted as a fundamental aspect is the rule of law. The rule of law in institutions is essential and should not be overlooked in any way (Soo and Elliott, 2010). The value requires that each student and individuals in institutions are subject to and accountable to law that is fairly applied and enforced (Yettick et al., 2014). The second value in the United Kingdom is democracy, where the society is supposed to be characterized by equality in every sector and principle.

The third value is tolerance towards those with different faiths and beliefs in society in a bid to promote mutual co-existence. Schools in the United Kingdom should be at the forefront of advocating for tolerance (Graham, 2015). Intolerance can spark conflict and lead to challenges that impact learning outcomes. The fourth aspect that is important in the United Kingdom is mutual respect, where each individual should purpose to respect others’ opinions in a bid for them to reciprocate the same (Yettick et al., 2014). Classroom code of practice and school ethos statements form important strategies that are utilized to promote mutual respect in schools. The last fundamental value in the United Kingdom is individual liberty. Each person or student should be given the freedom to exercise other things that are outside government control (Parkes, 2012). For instance, offering students autonomy of choices regarding academic preferences can be strategic towards promoting educational outcomes. The fundamental British values are essential in schools and the society should help in implementing the same for conformity.

Background and Launch Process of the Policy

The Education Act of 2002 is an important enactment in the United Kingdom that has seen many institutions change their management approaches (Graham, 2015). Learning environments can pose a challenge to specific children in society and it is the duty of the government to put in place the right strategies to handling of the same. The act was established UK’s response towards the adoption of the Human Rights Act. Students and young children in learning institutions must be accorded human rights without discrimination as stipulated in the act (Yettick et al., 2014). Institutions should not be the basis for failed implementation of human rights within society. In essence, the government of the United Kingdom must take into consideration the fact that children should be protected in various learning institutions (Kok et al., 2010). The aim of the policy is to promote spiritual, moral, social and cultural development for the young in various learning institutions. Failure to utilize the policy can be detrimental towards achieving balance in various institutions.

It is essential for the paper to explore the launch process of the policy to determine how effective the approach was towards its implementation. The act was launched in 2002 with a view of safeguarding and ensuring children and learning institutions are protected from harm (Starkey, 2018). Section 78 of the Education Act of 2002 is elaborate on how the legislation was established in the United Kingdom. It launching has helped students develop a sense of direction regarding spiritual, moral, social and cultural development. Failure to put in place the right strategies can be detrimental to successful implementation of the policies as introduced by the education policy (Taylor, 2006). For instance, schools should allow students and children to voice their concerns regarding operations of the institution. Much needs to be done to ensure that the policy has taken effect in a bid to promote and improve learning environments for all students and children.

Implementation and Current Status of the Policy

The paper should explore the implementation and current status of the Education Act of 2002 in a bid to ascertain how effective the process has been in promoting educational outcomes. Its implementation has mandated institutions to find ways of assessing the safety of learning environments in a way that promotes core values of the United Kingdom (Britain, 2014). Local authorities, the government and other stakeholders must join hands to ensure that children are well handled in a bid to guarantee the right spiritual, moral, social and cultural growth. It is important to note that besides the rule of law, institutions should foster various values that can promote mutual existence and respect in society (Yettick et al., 2014). For instance, the legislation was put in place to help students with disabilities receive an equal level of attention as others within learning institutions. The implementation process must take into account financial implications associated in a bid to promote the policies effectively.

The policy is currently widely applied in the United Kingdom as guiding principles in handling safety matters in various institutions. The policy stipulates important aspects on students with disabilities and how they should be handled (Graham, 2015). Equally, it is through the legislation that the UK education sector has been able to provide safety to children and financial aid. Every child within the United Kingdom has a right to education as stipulated by the act (May, 2005). According to the act, schools should maintain the right spiritual, moral, social and cultural aspects that impact the development of a child. It is important that institutions teach children on other important aspects besides educational success (Kok et al., 2010). In essence, the implementation of the policy has been a success as it has helped shape the scope of handling children in various institutions. Policies in place must observe the wellbeing of students in the education sector in a bid to promote and improve the learning environment.

Benefits of the Education Act of 2002

The Education Act of 2002 is an important legislation that has helped learning institutions to administer SMSC values. The first benefit that can be attributed to the Education Act of 2002 is supporting the wellbeing of children and students (May, 2005). It is through the act that institutions have been compelled to provide the right learning environment that can nurture children. Many schools in the country have adopted various guidelines as presented by the act in a bid to ensure compliance. The enactment has helped the government safeguard the wellbeing of students in learning environments in a significant manner. The second benefit associated with the act is promoting equality in institutions, which has adverse impact on society in a significant manner (Taylor, 2006). Students from different ethnic backgrounds are accorded equal opportunities to access education as a right within the United Kingdom. Institutions have learnt to treat all students and children equally in a manner that safeguards their human rights.

Third, the Education Act of 2002 has been helpful in setting up teams that can help students develop SMSC practices. Students need to grow emotionally, morally and spiritually and it is vital that institutions take into account the same (Britain, 2014). Children must grow spiritually and ensure that the society promotes freedom and tolerance towards important aspects in society. The fact that the act has guidelines on handling of various matters that impact learning and developmental outcomes within the United Kingdom makes it beneficial in a significant way. The fourth benefit of the act is that it has enabled the education sector to plan its activities in a way that promote organization (Struthers, 2017). Each school must come up with strategies to implement the Education Act of 2002 that can help change the scope of operations in learning institutions. Much needs to b done to ensure the implementation process is successful for an improved effect in society.

Shortcomings of the Policy and Social Response

It is essential that the paper explores the shortcomings of the Education Act of 2002 in a bid to determine what can be done to change the same (May, 2005). The first shortcoming that should be examined is the failure to put in place clear guidelines on the composition and teams that should address fundamental values in the UK. The fact that the government does not control such activities can be detrimental towards the implementation of the policy (Struthers, 2017). The Education Act of 2002 has failed to state ho institutions should achieve success in promoting SMSC values in the United Kingdom. The second shortcoming of the policy is that there are no proper avenues to assess the success that has been achieved by the policy in the United Kingdom (Hoffman and Rowe, 2010). Another important shortcoming is that there is a lack of adequate personnel to propel the policy to another level in society. For instance, there are few teachers who can help administer the right values as there are many students in various schools.

Quality of education that is provided in the United Kingdom schools is a matter of concern. With less staff, institutions are overwhelmed by a high number of children who need help. It is important that institutions in the country take into account professionalism in delivering education for better outcomes (Mansfield, 2019). The third shortcoming that can be attributed to the Education Act of 2002 is lack of supportive facilities in institutions. It is important to note that installing the right facilities for children and students in various institutions can be helpful towards achieving balance. For instance, students with disabilities need supportive services that can promote their learning and development in a significant way. Inadequate facilities make it difficult to implement some of the practices highlighted in the Education Act of 2002 (Hawkes, 2010). In essence, the enactment did not take into consideration the insufficient resources for installing facilities that are required. The shortcomings associated should be handled in a manner that promotes efficiency and effectiveness of the Education Act of 2002.

The act has been useful in one way or the other in promoting fundamental British values within institutions. It is important that to note that the society has advanced and supported the act that has seen the scope of learning change in various institutions (Arweck, Nesbitt and Jackson, 2005). According to most people in society, the enactment has helped promote mutual respect and liberty in a significant way. Local authorities have utilized the policy to come up with guidelines that have promoted spiritual, moral, social and cultural values in the United Kingdom (Mansfield, 2019). It is vital to always assess the implementation strategies utilized towards promoting compliance in a bid to gain a deeper insight into the discussion topic. The government has also benefitted from the policy as institutions have been able to provide feedback on what has been achieved (Hoffman and Rowe, 2010). For instance, information on financing of various projects and what should be avoided by institutions is provided by the act, which has proved helpful for all learning institutions.

Thoughts and Suggestions

It is vital for the study to utilize information gathered in making a detailed conclusion on the impact of the educational policy within the United Kingdom. The education sector across the world has played a crucial role in promoting British values within the UK (Hawkes, 2010). For instance, schools help create a culture of equality towards achieving the right educational outcomes. The Education Act of 2002 has helped advance the right practices in various schools including mutual respect and democracy (Mansfield, 2019). The act also allows institutions to come up with strategic approaches that can help formulate the appropriate culture for success. British values such as mutual respect must be nurtured in schools within the United Kingdom. In essence, the Education Act has been significant in promoting the growth of appropriate values within society (Arweck, Nesbitt and Jackson, 2005). Institutions that do not nurture the right practices for its learners might face challenges implementing and complying with the requirements of the Education Act of 2002. Much should be done to promote the operations of the education sector in a way that improves spiritual, moral, social, and cultural values in the United Kingdom.

It is vital to provide suggestions on how school principles should implement the Education Act of 2002 in a bid to improve learning outcomes. The first strategy is to ensure that school heads are taken through training and developmental programs (Hoffman and Rowe, 2010). When teachers and principals are subjected to training, they can improve their skillset on how to handle various situations in institutions (Taylor, 2006). Such practices help improve the leadership abilities of individuals. Poor leadership strategies in the education sector have led to deterioration of British values in society. Schools that have principals with a high level of leadership qualities perform better in promoting spiritual, moral, social and cultural values (Parsons and Lewis, 2010). School heads should subject each teacher to further training on how to improve SMSC activities in various institutions. Failure to train teachers can be detrimental to meeting the needs of students and other learners in a significant manner.

Conclusion

To sum it up, the paper explores the Education Act of 2002 in the United Kingdom with a view of providing recommendation on how school heads can implement the same. It is also vital to explore various fundamental British values that are important within the education sector. The role of principles in institutions is organizing operations in a manner that promotes SMSC values in society. For instance, mutual respect in institutions is an important thing that echoes the requirements of human rights. Institutions that uphold human rights are essential towards safeguarding the wellbeing of children and the young in society. Important values within the UK include the rule of law, democracy, mutual respect, tolerance, and individual liberty. It is the role of school heads to advance practices that can promote commitment towards achieving and administering the listed values. The first strategy that principals can apply in promoting outcomes is increasing the number of staff that handles children issues. With enough staff, it is easier for institutions to meet needs of learners and nurture them to develop a sense of spiritual, moral, social, and cultural belonging. Tolerance should be considered as people come from different backgrounds with varied cultural practices.

References

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