Are schools really preparing students for the 'real' world?
These websites show that there is a trend not only in this country but throughout other parts of the world. Schools are becoming ill prepared for the advances in technology and students become ill prepared for the rise in expectations that come with the move from secondary education to college and sixth form level, and then to university level. In order for students to be equipped with the necessary skills to advance through further education then these skills need to be taught from a younger age and intergrated into other subjects.
This article says "In the past few years there has been extensive debate on "dumbing down" in British secondary-school education. By this it is meant that standards are falling, examinations are universally easier and all students achieve better results". However if you compare viewpoints of students now and their parents, then in most cases the parents may not understand the work their children have been given as the intensity and difficulty of work has increased. So because of this I would argue that this statement is false and would argue that expectations are rising and therefore the standard of work must then have to increase to keep up with this demand. In order to prove my point, I will create a questionnaire and hand it to pupils and their parents. In this time I can ask whether they feel prepared for university and work, and their parents views on whether they feel satisfied with the not the grades their children were getting but the skills that school should be teacher to prepare their children for later on in life.
In this abstract it notes that Hospitality Programs are failing to meet industry needs for skilled and competent employees. The question that they started with was "Are Business Schools Preparing Students for the real world? The case of 'Hospitality Revenue Managers". They use evidence from the field and start with an answer in which they go on to use relevant information and reasoning to specify certain points that are of 'slow response' and to where improvements can be made. It follows up this information with a mapped out future of what this can result in if it carries on, and how it will effect the individual and the economy.
The title of this article is 'Schools have a long way to go to prepare students for work' Now the title has caught the attention of the reader, the first paragraph goes on to say which group of people it is most likely to affect. Reports from key researchers is used for example Ofsted, this makes this information stand out, as it has been found from an official source rather than from a secondary and less reliable source. The article is broken down into paragraphs so it is easier to read and understand why that information has been put there, it also helps to highlight individual problems as the headings are a guide to the next pieces of information. Towards the end of the article, it starts to point out what other schools are doing to make sure that help prepare students for work, which helps to point out what other schools can do in order to help in any way they can for their students.
The documentaries shown here are five minutes long and show a person talking about a topic, popular or not, that is significant to them. They express their view and the views of others as not to show a biased view, and they give evidence to back up the points they are making. It uses mainly rhetoric content in order to get the viewer thinking about their view on the issue as well as look at the other points of view. Information from the papers and on the internet is used to either argue for or against this chosen topic, but alternative arguments are used so that the documentary doesn't become biased. It usually ends with a question which is left deliberately unanswered so that when it has finished, the viewer can continue to think of possible answers and understand that other people can and do have different views to them, and to accept that not everyone is going to agree with what you believe in.
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