The effect of A Contextualising Policy to GCSE maths teaching in Futher Education

Contextualizing Policy to GCSE Mathematics Teaching in Further Education
Introduction
There are challenges in vocational education training programs in the United Kingdom. Professionals have challenges passing up their skills and ensuring that students in vocational training have appropriate skills to advance in their education. In the 9th recommendation of The Wolf Report, students below 19 years failing to attain GCSE A*-C in English or Mathematics are expected, as part of their programme, to pursue courses that leads directly to these qualifications, or offer them significant progress towards entry into GCSE in the future. In this regard, the courses they pursue in higher education must be based on mathematics or English that provide substantial coverage of essential information. The critical skills must never be considered as a suitable qualification in this context (Wolf, 2011). The essay will start with an analysis of the discourse in the Ministerial Forwards and Executive Summary of The Wolf Report. Further, the essay analyses the effectiveness of the policy and professionalism in further education teaching.
Discourse Analysis
The theory utilized for the purpose is the Text as Critical Object by John O'Regan. The theory is important because essential elements are based on discourse and society's perspectives, mandating instructors to develop specific pedagogic frameworks and procedures that apply the CDA principles (O'Regan, 2006). Through the framework, The Wolf Report has been analyzed and interpreted in four main perspectives descriptive interpretation, representative interpretation, social interpretation, and deconstructive interpretation.
Descriptive Interpretation
The report includes government representatives' information, which helps the audience understand the issues from an administrative and policy reform perspective. In the forewords and executive summary of the report, we can understand the context upon which the government aims to reform the education sector, especially for individuals below age 19. The report's intended audience includes stakeholders in the education sector, such as parents, teachers, policymakers, employers, and those concerned about the economic prospects of individuals passing through the education system. There are also considerations for the past or historical aspects within the education sector. This aimed to appeal to traditions and historical developments regarding the issues covered in the report education is an important aspect that guarantees any nation's development. Another targeted group of readers includes business owners and potential employers. Through the policy recommendation, we see the need to make more difference in people's lives, primarily through empowerment attained in education. It is an essential consideration that ensures young people have enough opportunities and never pursue worthless qualifications.
While there are positive aspects included within the policy document, it is wrong to state that many students never get higher education. Through the information presented in the report, we can understand that "conventional academic study encompasses only part of what the labour market values and demands" (Wolf, 2011, p. 7). Although the statement is true, I think the text is inconsiderate of the benefits accrued through the existing education system. For example, making the 16-19 years of education synonymous with apprenticeships with significant businesses in the United Kingdom (UK) is illogical. There are many aspects of the vocational training programs that can significantly benefit young people and prepare them for progress in the coming years. However, throughout the forewords and executive summary, we get the impression that the government is serious about implementing the policy and transforming the education sector. The UK is still establishing balances between GCSE mathematics, which is essential in young people's skill development.
In the executive summary, the report highlights the essential vocational education elements, especially the courses and programmes that equip people with essential skills to a very high standard. Through vocational education, young people can gain a direct route to higher education. This is a path that many individuals across the United Kingdom have followed, as noted earlier, in other academic programs, only part of what the labor market values are taught. There are critical problems identified in the executive summary, especially when many students are going out of education and short-term employment (Wolf, 2011). The main motivation is for them to find stable employment opportunities and chances for real progress in their careers.
The executive summary also presents what the government policy recommendation aims to achieve. This is an essential aspect that ensures that young people are equipped with knowledge that enables them to make a difference in the world. The education of people between ages 16-19 must be able to create opportunities for all young people. The citizens must also be provided with accurate information regarding education. This is an essential aspect in the report that ensures the key stakeholders become the main focus of policy agendas within the education sector (Wolf, 2011).
Representative Interpretation
The representatives from the government focus on the challenges within the vocational education sector. The tone used is more political and aims to persuade the audience to the essence of the recommendations. This presents the government as an organ that is focused on transforming the education sector and ensuring that young people transition from GCSE programs with minimal challenges. As noted by Michael Gove MP, policymakers have failed to offer young people effective technical and practical education. More than 100 years after Prince Albert's establishment of the Royal Commission, there are still many challenges in the education sector. The ministerial forewords portray that other countries competing with the United Kingdom have progressed in vocational training programs. Additionally, many international competitors have established manufacturing industries due to effective vocational education training. Technical education, which is centered on vocational training, is weaker compared to other developed economies. This mandates the need for comprehensive efforts to address the challenges arising in vocational education, ensuring that the UK establishes a powerful education system. Through the forewords, we can see the utilization of possessive language through the report, which presents a feeling of shared problems through the presentation of a perspective of shared concerns with the audience and the young people (Wolf, 2011).
Through the text, we can see that the reader is positioned as someone equipped with comprehensive knowledge of the problems experienced in the vocational education sector. Moreover, there is an impression that the issues or challenges being highlighted are shared between the reader and writer. This is an approach that is seen in the forewords by government representatives. Through the approach, it is clear that the author aims to persuade the readers to adopt the perspectives presented in the report. There is no allowance for divergent views on the issues. Many of the failures of the vocational education sector are presented through a language of outrage and disinterest. This shows how the ministers are concerned with the problems and how they intended to deal with these issues (Wolf, 2011).
We can also see that the writer is advocating for a free market economic approach through the discourse. This is seen in the forewords and executive summary. The language demonstrates that young people are an economic resource to the United Kingdom. Through this approach, the writers persuade the audience to adopt the proposed recommendations on policy reformulation. The intention is to reform the education sector and create opportunities for progress in higher education, especially in mathematics and English. One thing that is eliminated throughout the report is the perspective of young people. The writers fail to capture the individual concerns and problems experienced by young people. The neglect is demonstrated by the lack of concern and dehumanization of young people. They are treated as commodities or resources to advance the nation's economic status (Wolf, 2011).
Vocational education is also considered as something basis, especially for individuals with low-level qualifications. There are concerns that education is valuable for personal development rather than career advancement or income growth. All these are essential aspects covered within the report. However, as the foreword argues, the United Kingdom can achieve vocational training with high quality and standards. The aim is to ensure that training incentives are realigned to meet the emerging needs within the United Kingdom economy. This will ensure that young people have the right opportunities and skills to contribute positively to the economy.
Social Interpretation
Through the text, we can see that the author aims to offer to describe an extensive framework for social and economic wellbeing through vocational education. Through the policy recommendations, the writers aim to offer opportunities and empowerment for young people. We can see that this perspective is directly linked with economic growth and expansion for all through the text. The aim is to guarantee economic advancement and wellbeing for communities in the UK. John Hayes MP argues that young people have limited opportunities with practical skills (Wolf, 2011). When we consider the UK's social and economic context, there are many aspects that the text aims to achieve social transformation within society.
According to the research, there are diverse ways through which vocational education can offer progress opportunities in higher education. Wolf's report presents the context a unique approach that never advocates for an extra qualification. The aim is to extend the vocational courses and programs that effectively offer individuals opportunities for growth and progress. This is an essential consideration that warrants positive outcomes for young people, especially those intending to progress to higher education. One of the key routes identified in the report is using apprenticeship to develop skilled employees. Through this approach, the report proposes an advancement of effective social, economic, and education systems to enhance young people's skill acquisition. Another social consideration within the report is how young people are treated as a resource for national prosperity. One of the key aspects is how English and Maths grades A* - C is considered fundamental to the education and prospects of young people's employability. The concern is centered on young people in the United Kingdom. The aim of the policy recommendation is "equality of opportunity for all its citizens." The recommendation aims to reduce costs and strengthen the existing structures to ensure that young people access equal education opportunities. The emphasis Wolf has throughout the report is having a limited number of graduates and strengthening the primary and secondary education levels. With fewer high-quality graduates and many experts through vocational training, the young people will become a strong force in the country's economic transformation.
Deconstructive Interpretation
When one reads through the report, it is easy to note different inconsistencies. This is demonstrated by the contradicting information between the forewords and the research from Wolf. In the research, Wolf found that there is a limited link between education and economic growth. However, one of the forewords notes that vocational education's challenges or weaknesses are imposing disadvantages on the United Kingdom economy compared to international competitors. This position is inconsistent and reveals how the ministerial forewords lack a thorough understanding of the report's actual content. Another narrow perspective presented through the ministerial forewords is how vocational education is intended to meet the labor market's needs. This does not align with Wolf's argument. There is a need to thoroughly analyze and understand the different vocational education concepts based on research. The ministerial forewords are making blanket conclusions without considering essential aspects.
The forewords are intended to present a political impression and government willingness to reform the vocational education sector. On the other hand, the executive summary has a more measured language. However, both the executive summary and the ministerial forewords present the country as competing with other nations of the world. Wolf's executive summary has a more critical language, representing the academic approach in writing the report. On the other hand, the forewords have a passionate political tone that aims to persuade the audience about the government's impeding actions.
Policy Review
The Wolf Report is an effective outline of the challenges in vocational education, and the proposed initiatives to ensure that opportunities are opened for student&...