With regard to basic skills in the primary education, it was recognized that there was a problem of clenching and understanding what was being offered in the curriculum. This phenomenon indicated that education offered in primary schools was less effective and therefore required some serious attendance. To counter the problem, two policies were introduced. The first advocated for a standardization of the national curriculum which ensured that all pupils studied a specific set of subjects up to a given level, while the second policy pushed for the launching of the National Literacy and Numeracy strategies (Hodgson and Spours 2000, p. 3).
Referencing the education act of 1944, some of the benefits were obvious especially for the contemporary secondary modern schools (Tucker 2013, p. 1). Quite a considerable number of secondary institutions were divided into two; the secondary modern schools and the grammar schools. Students who passed well in the eleven plus examination went to grammar schools while those who failed joined modern secondary schools. Despite the fact that these schools were a good bridge to great universities like Cambridge and Oxford, the labor party abolished the selective system that was used for enrollment in order to cater for the needs of all students. This helped to provide the same opportunities to virtually all students despite their potentials and capabilities. On the other hand, it can be said that there have been many attempts to restructure higher education in the UK (Wilkinson 2017, p. 5). One of the factors that triggered reforms is the youth labor market, which called for the designing of education policies for vocational purposes. This led to the education maintenance allowances (EMA) subsidy for students between the age of 16 and 19 years. The change of policies that favored higher education and the general schooling standards allowed for increased participation in higher education and hence a benefited the labor and employment sector.
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References
Hodgson, A. and Spours, K. (2000). Expanding Higher Education in the UK: From 'System Slowdown' to 'System Acceleration'. Higher Education Quarterly, 54(4), pp.295-322. Tucker, S. (2013). Pupil vulnerability and school exclusion: developing responsive pastoral policies and practices in secondary education in the UK. Pastoral Care in Education, 31(4), pp.279-291. Wilkinson, C. (2017). Evidencing impact: a case study of UK academic perspectives on evidencing research impact. Studies in Higher Education, pp.1-14.
