The Difference Between the High School System and Graduate Research Paper

The Difference Between the High School System and Graduate Institutions - Research Paper Example One of the similarities of the different college-level paths is that each enhances the communication ability of the students in the level of advancement. However, the higher the level, the more advanced the communication. Students from graduate level have better communication compared to the other levels considering that it is the highest of all, therefore, the environment ensuring that individuals advance in their written and oral communication mechanics and techniques (Kis and Park, 2012). Additionally, the college and graduate levels usually offer specialized education system in which students in such institutions study in various fields and areas of specialization, making them more informed on the various study topics in which the students are specialized (Kis and Park, 2012). In the case of high school; however, students study many subject areas with little or no specialization in a particular field. The approach of education in such a perspective limits the aspect of identifyin g the strengths and weaknesses of a student in a particular field of study (McCauley, 2007). Advanced placement institutions usually offer a similar curriculum to that of the high school, only that the exemplary students get an opportunity to take examinations approved by the board. Such an aspect enhances the student’s understanding of the different subject areas examined. Despite being affiliated to the high school curriculum, Advanced Placement colleges offer specialized examinations to its students, bringing about an aspect of specialization as observed in the case of colleges and graduate institutions.

Careers Service In The New Quasi-Market Essay Example | Topics and Well Written Essays - 3000 words

Careers Service In The New Quasi-Market - Essay Example Within this context, the growth of the new Connexions Service is seriously examined. It is argued that it contains basic design flaws, from which a number of troubles have stemmed. It is concluded that while career direction has an imperative involvement to make in strategies to address communal exclusion, this ought to be secondary to its role in supporting individual sequence and growth inside the societal structures to which addition is being sought (Watts, A.G. 1981, 24-35). This study highlights the models of career management practice for adolescent people in the UK have been built on a partnership among, on the one hand, stipulation made within schools and colleges, and on the other, the exterior role provided by the Careers Service, now the Connexions Service. Lots of countries have had only one of these forms of stipulation. We have had the merits of both, by the characteristic advantages that every of them brings. Furthermore, this study challenge in the UK is to build on this model, to expand a authentically all-age career management service. This is not going backwards: it is driving towards a up-to-the-minute future, building on all that we have achieved. No doubt, In Scotland and Wales, this is what they are doing. In England, we were perched to do so too. In the OECD Career management policy assessment, the UK emerged as one of the world-leaders. But in England, we are at danger of conceding this position by throwing away one of the interior strengths of our system. And we are doing it so not by plan, but by default (Roberts, K. 1971). The enterprise model is still in process. But it has been considerably eroded. Now, with the long-delayed publication of the adolescence Matters Green Paper and the End to End Review of Careers learning and management, it is gravely at risk. From a career guidance viewpoint, the key features of the Green Paper are eight-fold: - Career management is subsumed inside a general concept of 'information, suggestion and direction' (IAG), which covers choices relating not only to learning and work but also to spare time, health, dealings, smoking, alcohol and drugs. - A clear difference is drawn among 'universal IAG' and 'targeted support'. - The main liability for 'universal IAG' is allocated, via local authorities, to schools and colleges, in teamwork through children's trusts. - There is support for schools and colleges to agree limited arrangements on a joint basis; but they will reserve the right to make their own preparations, subject to meeting excellence standards (Andrews, D. 2000). - Moreover, schools/colleges and children's trusts can, if they wish, pay money for in services from Connexions or further providers. - Connexions are efficiently to vanish as a national service, although a few local services will remain, and local authorities are confident to hold the Connexions brand. - Consideration is to be specified to new arrangements for