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La educación secundaria
En Reino Unido, los jóvenes terminan la educación obligatoria a los 16 años y pueden presentarse a los
exámenes para la obtención del GCSE, nivel 2 (General Certificate of Secondary Education – Certificado
General de Educación Secundaria). En Escocia, el equivalente del GCSE es el Scottish Certificate of
Education: Standard Grade.
Luego de la educación secundaria los jóvenes pueden:
Estudiar en un “Sixth form college” para luego de dos años presentarse a los exámenes del GCE A-
levels, nivel 3 (General Certificate of Education Advanced Level – Certificado General de Educación,
nivel avanzado), equivalente del bachillerato. Con este se puede ingresar en la universidad.
El equivalente escocés para este título sería el Scottish Certificate of Education : Higher Grade (Certificado
Escocés de Educación, nivel avanzado).
Ingresar en un “Further Education College” (centro de formación profesional)y estudiar para
obtener:
– el Vocational Certificate of Education (VCE), del mismo nivel que el A-level general. Se trata de un título que
acredita el haber realizado un bachillerato de tipo profesional. En Escocia, estos estudios corresponden a los
de las GSVQ (General Scottish Vocational Qualifications).
– las NVQ, cualificaciones nacionales profesionales (National Vocational Qualifications), o las SVQ
(Cualificaciones Profesionales Escocesas) con las que se obtiene un nivel 3 o 4 del marco de cualificaciones
europeo.
En la educación superior
Los alumnos que han aprobado los A-levels con buenas notas (A à C) en tres asignaturas pueden acceder a
los estudios de la universidad o de los centros de enseñanza superior. Pueden obtener los siguientes grados:
El Foundation Degree (FD): título de uno o dos años que permite ocupar un empleo como técnico de
alta cualificación o continuar con los estudios de FP.
Los Certificates in HE de un año o los Diplomas in HE de dos años: proporcionan una cualificación
profesional o permiten acceder uno de los siguientes títulos universitarios:
– HND (Higher National Diploma): se puede obtener este título, a través de una enseñanza a tiempo completo
o un sistema de alternancia, por lo general en dos años. El HND está estructurado según las necesidades del
mundo laboral y permite la inserción profesional o la continuación de los estudios.
– Bachelors (BA Bachelor, BSc Bachelor of Sciences): la enseñanza para obtener este título dura 3 o 4 años y
en el programa se prevén períodos de prácticas en empresa. Los Bachelors permiten la inserción profesional
o la continuación de los estudios en máster.
– Masters: se obtienen estos títulos en la universidad. Existen numerosos Masters con una orientación
profesional.
Formación de aprendices
Existen dos tipos de programas previos:
El programa Young Apprenticeships: se dirige a los jóvenes de 16 años y les prepara para realizar
una formación de aprendices. Los alumnos se matriculan en un centro educativo donde llevan todas
las asignaturas relativas al tronco común del national curriculum. Al mismo tiempo los jóvenes reciben
dos días a la semana (o su equivalente) enseñanza para obtener una cualificación profesional.
El programa Increased Flexibility (“flexibilidad incrementada”): dirigida a los alumnos entre 14 y 16
años. Su objetivo consiste en mejorar la formación profesional y las posibilidades de aprendizaje
relacionadas con el trabajo mediante el fomento de colaboraciones entre centros educativos y
empresas.
La formación de aprendices ofrece 60 cualificaciones en períodos que van de uno a tres años. Los
aprendices reciben una remuneración y la mayoría tiene un estatuto de trabajador asalariado. La formación en
el centro de enseñanza dura por lo general un día y el resto del tiempo lo pasan en la empresa. No existe
ningún límite de edad para los aprendices.
Datos claves
Más de 85 000 empleadores ofrecen plazas de formación para aprendices en más de 200
profesiones.
El sueldo mínimo nacional (National minimum wage) para un aprendiz entre los 16 y 18 años es
de 2,50 £ por hora. Este monto se aplica de igual modo a los aprendices de 19 años que se
encuentran en el primer año de su formación.
Desde 2004 ha crecido el número de cualificaciones no universitarias que escogen los jóvenes. La
cifra ha pasado de 15 000 a unos 57 500 cualificaciones.
Orientación y cualificaciones profesionales
Informaciones útiles para establecerse en Reino Unido
Historical Development
England is a constituent part of the United Kingdom of Great Britain and Northern
Ireland, the political union between England, Wales, Scotland and Northern Ireland. The
UK is a sovereign state. Key dates in its development are:
1535 and 1542 – Under the Laws in Wales Acts, Wales is incorporated within the
English legal system.
1603 – England and Scotland become two kingdoms with a shared monarch, with
the union of the Crowns.
1707 – England and Scotland became a single all-island Kingdom of Great Britain,
with the Act of Union.
1801 – The United Kingdom of Great Britain and Ireland came into being.
1922 – Following the partition of Ireland, 26 of the 32 counties of the island of
Ireland became an independent state, while the 6 northern counties remained part
of what become the United Kingdom of Great Britain and Northern Ireland.
Development of the UK constitution
The UK does not have a single codified constitution; instead, the constitution is formed
from several sources, including statute, common or case law and international treaties.
British monarchs were executive monarchs until the end of the seventeenth century,
meaning that they had the right to make and pass legislation. Even then, they had to
act in accordance with the law and take into account the will of the people. For example,
with the signing of the Magna Carta in 1215, the leading noblemen of England
succeeded in forcing King John to accept that they and other freemen had rights against
the Crown.
In the seventeenth century, the Stuart kings propagated the theory of the divine right of
kings, claiming that the Sovereign was subject only to God and not to the law.
Widespread unrest against their rule led to civil war in the second half of the
seventeenth century. In 1688-9, Parliamentarians drew up a Bill of Rights, which
established basic tenets such as the supremacy of Parliament.
The Representation of the People (Equal Franchise) Act 1928 made the voting age for
both men and women 21 years of age, leading to an equal and universal adult franchise.
The voting age was lowered to 18 by the Representation of the People Act 1969
(subsequently consolidated into the Representation of the People Act 1983).
Scotland, Wales and Northern Ireland were granted devolved powers in 1998. The first
elections for the devolved authorities took place in 1999. Scotland, Wales and Northern
Ireland now have powers to administer their domestic affairs, although they retain
representation in the UK Parliament. The UK Parliament retains the power to legislate for
the UK as a whole and has powers to legislate for any parts of it separately about any
matter, including devolved matters. However, it will not normally do so without the
agreement of the devolved governments.
Unlike Scotland, Wales and Northern Ireland, England has no separate devolved
Government.
Desarrollo historico
1535 y 1542: según las Leyes de Wales Act, Wales se incorpora al sistema legal inglés.
1603 - Inglaterra y Escocia se convierten en dos reinos con un monarca compartido, con la unión de
las Coronas.
1707 - Inglaterra y Escocia se convirtieron en un solo Reino de Gran Bretaña, con el Acta de Unión.
1801 - El Reino Unido de Gran Bretaña e Irlanda nació.
1922 - Tras la partición de Irlanda, 26 de los 32 condados de la isla de Irlanda se convirtieron en un
estado independiente, mientras que los 6 condados del norte siguieron formando parte de lo que se
convirtió en el Reino Unido de Gran Bretaña e Irlanda del Norte.
Desarrollo de la constitución del Reino Unido
El Reino Unido no tiene una sola constitución codificada; en cambio, la constitución se forma a partir
de varias fuentes, incluidos el estatuto, el derecho común o jurisprudencial y los tratados
internacionales.
Los monarcas británicos fueron monarcas ejecutivos hasta el final del siglo XVII, lo que significa que
tenían el derecho de hacer y aprobar leyes. Incluso entonces, tenían que actuar de acuerdo con la ley y
tener en cuenta la voluntad de la gente. Por ejemplo, con la firma de la Carta Magna en 1215, los
principales nobles de Inglaterra lograron forzar al Rey Juan a aceptar que ellos y otros hombres libres
tenían derechos contra la Corona.
En el siglo diecisiete, los reyes Estuardo propagaron la teoría del derecho divino de los reyes,
alegando que el Soberano estaba sujeto solo a Dios y no a la ley. Los disturbios generalizados contra
su gobierno condujeron a la guerra civil en la segunda mitad del siglo XVII. En 1688-9, los
parlamentarios redactaron una Declaración de Derechos, que establecía principios básicos como la
supremacía del Parlamento.
La monarquía constitucional existente en la actualidad se desarrolló en los siglos XVIII y XIX, a medida
que el poder cotidiano pasaba a ser ejercido por los ministros en el gabinete y por los parlamentos
elegidos por un electorado cada vez más amplio.
La Ley de Representación de la Gente (Franquicia Equitativa) de 1928 convirtió la edad para votar
tanto en hombres como en mujeres de 21 años de edad, lo que conduce a una franquicia de adultos
igual y universal. La edad mínima para votar se redujo a 18 por la Ley de Representación del Pueblo de
1969 (posteriormente consolidada en la Ley de Representación del Pueblo de 1983).
A diferencia de Escocia, Gales e Irlanda del Norte, Inglaterra no tiene un gobierno independiente
delegado.
United-Kingdom-Wales: Overview
On this page
Overall responsibility for the education service in Wales has rested with the Welsh
Government since powers were devolved to Wales by the Government of Wales Act
1998 and subsequent legislation. Since devolution, education policy has been developed
to meet Welsh needs and priorities. At the same time, a number of structural features
and much of the legal framework are shared with England, reflecting a common history.
Reforms in the 1980s and 1990s changed the balance of responsibilities for publicly
funded education outside of higher education. Schools became more autonomous as
responsibility for staffing and budgets was delegated to each school’s governing
body. Further education colleges were ‘incorporated’ as fully autonomous bodies.
Although the role of local authorities was reduced by these reforms, the 22 local
authorities in Wales retain their duty to ensure a sufficient supply of school places,
support school improvement and support vulnerable children and young people. Some
education services connected to the school improvement agenda are delivered regionally
within Wales by four regional education consortia of local authorities.
Full-time education is compulsory from the term following a child’s 5th birthday until
age 16. Under the Education Act 1996:
The parent of every child of compulsory school age shall cause him to receive efficient
full-time education suitable—
Parents who wish to educate their child at home do not have to seek approval.
outcome measures. For primary schools, these focus on the results of teacher assessment
and attendance data; for secondary schools, on national qualifications taken at age 16 and
attendance data. These performance measures are combined with moderated self evaluation
indicators in a national school categorisation system to identify schools in need of support.
inspection of providers. Early childhood education and care providers, schools, colleges,
work-based learning and adult community learning providers are inspected by Estyn in
accordance with a common inspection framework. Reports are published. If inspection
identifies important areas for improvement, the provider may be subject to intervention.
Inspection judgements are made on three key questions, informed by quality indicators:
The judgement on outcomes must take account of particular groups, including, for
schools:
Grade repetition and early tracking are not features of the school system.
Broad aims for the curriculum were established by the Education Act 1944 to
promote the spiritual, moral, cultural, mental and physical development of pupils at the
school and of society and prepare pupils for the opportunities, responsibilities and
experiences of later life. However, there was no central control over the curriculum until
the Education Reform Act 1988 introduced a National Curriculum for Wales with the aim
of giving pupils an entitlement to a broad and balanced curriculum and setting standards
for pupil attainment and to support school accountability.
Re-enacted by the Education Act 2002, the National Curriculum for Wales specifies
compulsory subjects and programmes of study. It does not aim to be the whole school
curriculum and teaching hours for individual subjects are not prescribed. It sits alongside
other statutory requirements for religious education, sex education, personal and social
education (PSE) and careers and the world of work. A National Literacy and Numeracy
Framework (LNF) was introduced as a statutory curriculum requirement for students
aged 3 to 16 following disappointing results for Wales in the Programme for
International Student Assessment (PISA) in 2009. The new curriculum for Wales to be
introduced between 2018 and 2021 will move away from traditional subject structures to
six common areas of learning and experience.
Qualifications drive the curriculum from age 14. General and vocational qualifications
outside of higher education are regulated by Qualifications Wales. They are provided by
independent awarding organisations and, as they are external, can be taken at any age,
thus providing a structure for progression from school to adult learning. Qualifications
are assigned one of nine levels of difficulty on the Credit and Qualifications Framework
for Wales (CQFW). This is an umbrella framework which provides a common currency for
learning achievement for learners of all ages and abilities and maintains links with
frameworks used by other UK nations.
Higher education institutions are private bodies that, subject to their degree-
awarding powers, are free to design their programmes and awards and to determine the
conditions on which they are awarded. There is no system for the accreditation of
institutions but institutions’ capability to manage their own quality and standards is
judged by the Quality Assurance Agency for Higher Education (QAA), with the UK Quality
Code for Higher Education as the definitive reference point. There has been a shift from
direct public funding to tuition fees backed by public loans, with a new fee regime
introduced in 2007.
ISCED 0
Children are entitled to a minimum of 10 hours a week free education from the term
after their 3rd birthday. The majority of children attend a primary school reception
class full time from the September after their 4th birthday.
The curriculum framework from age 3 to 7 is provided by the Foundation Phase, which
spans pre-school provision and primary education. Settings include nursery
schools, maintained primary schools, private and voluntary settings and registered
childminders.
ISCED 1
Primary education consists of the Foundation Phase for ages 5 to 7 and Key Stage 2 for
ages 7 to 11.
Primary schools are mixed sex. A small proportion are faith schools. In contrast to
England, schools are maintained by the local authority and there are no academies.
National standardised reading and numeracy tests apply from age 7. The tests provide
summative data, collected and analysed nationally and used as part of the national
accountability model. They do not influence student progression.
ISCED 2
Key Stage 3 is for ages 11 to 14. It is provided in secondary schools, catering for
students from 11 to 16 or 18/19. Secondary schools admit students without reference to
academic criteria.
Most secondary schools are mixed sex. A small proportion are faith schools. In contrast
to England, schools are maintained by the local authority and there are no academies.
National standardised reading and numeracy tests apply throughout Key Stage 3. The
tests provide summative data which is collected and analysed nationally and used as
part of the national accountability model. They do not influence student progression.
ISCED 3
Students normally continue at the same school for Key Stage 4, the final phase of
compulsory full-time education for ages 14 to 16.
Attainment at the end of Key Stage 4 is measured mainly through GCSEs, which are
single subject qualifications. Vocational qualifications may be offered alongside GCSEs.
These qualifications are important for both student progression and school
accountability.
At age 16, depending on the local offer and their own preferences, students may
continue at the same school in the sixth form, or transfer to a further education (FE)
college. Most academic routes lead to three A levels. FE colleges typically offer a wider
range of vocational options. The Learning Pathways Framework aims to ensure that local
authorities, schools and further education colleges co-operate to ensure that young
people have access to a wider choice of options to meet their individual needs. These
qualifications are important for both student progression and school/college
accountability.
Apprenticeships are offered at different levels and traineeships are available for young
people not ready to start an apprenticeship.
Institutions determine their own admissions policies and there are wide variations in
terms of competition for places. A levels are the most common entry qualification for
young entrants to bachelor programmes, but other qualifications may be accepted.
There are well-established routes, such as Access programmes, for mature learners who
lack formal qualifications.
Aunque el papel de las autoridades locales se redujo con estas reformas, las 22
autoridades locales en Gales mantienen su deber de garantizar un suministro suficiente
de plazas escolares, apoyar el mejoramiento escolar y apoyar a niños y jóvenes
vulnerables. Algunos servicios educativos relacionados con la agenda de mejora escolar
se imparten regionalmente en Gales por cuatro consorcios regionales de educación de
las autoridades locales.
a cualquier necesidad educativa especial que pueda tener, ya sea por asistencia regular
a la escuela o de otra manera.
Los padres que desean educar a sus hijos en casa no tienen que buscar la aprobación.
medidas de resultado. Para las escuelas primarias, estas se enfocan en los resultados
de la evaluación del docente y los datos de asistencia; para las escuelas secundarias,
sobre las calificaciones nacionales tomadas a los 16 años y los datos de asistencia. Estas
medidas de desempeño se combinan con indicadores moderados de autoevaluación en
un sistema nacional de categorización escolar para identificar las escuelas que necesitan
apoyo.
Los juicios de inspección se hacen sobre tres preguntas clave, informadas por
indicadores de calidad:
El juicio sobre los resultados debe tener en cuenta grupos particulares, incluso, para las
escuelas:
niños y niñas
Reconstruido por la Education Act 2002, el National Curriculum for Wales especifica
asignaturas obligatorias y programas de estudio. No pretende ser el currículum escolar
completo y las horas lectivas para asignaturas individuales no están prescritas. Se
encuentra junto a otros requisitos legales para la educación religiosa, la educación
sexual, la educación personal y social (PSE) y las carreras y el mundo del trabajo. Un
Marco Nacional de Alfabetización y Aritmética (LNF) se introdujo como un requisito
obligatorio para los estudiantes de 3 a 16 años después de resultados decepcionantes
para Gales en el Programa de Evaluación Internacional de Estudiantes (PISA) en 2009.
El nuevo plan de estudios para Gales se introducirá entre 2018 y 2021 se alejará de las
estructuras de asignaturas tradicionales a seis áreas comunes de aprendizaje y
experiencia.
Las calificaciones conducen el plan de estudios desde los 14 años. Las calificaciones
generales y vocacionales fuera de la educación superior están reguladas por
Qualifications Wales. Son proporcionados por organizaciones de adjudicación
independientes y, como son externos, se pueden tomar a cualquier edad, lo que
proporciona una estructura para el progreso de la escuela al aprendizaje de adultos. Las
calificaciones son assig