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Comparing England And Denmark's Primary Educational Sector

2124 words - 8 pages

In ascertaining the differences and similarities between European and Western neighbours in how education serves its purpose, this essay will address various areas that concern the historical, political and social perspectives of primary schooling between both Danish and its English counterparts with reference to relevant areas of concern, thus highlighting matters such as the difference in starting ages; varied approaches to the curriculum and assessments in how both countries address its primary education. It is therefore significant in evaluating the backgrounds in both the Danish and English primary schools in emphasising how influential factors in education has developed in light of the twenty-first century. This essay will examine and exemplify the different ideologies which has directed both primary schools aims and outcomes that illustrates the difficult outlook of education and learning viewed by its pupils as well as the teachers. Furthermore, highlighting and providing evidence for the importance of understanding socio-cultural perspective in how learning takes place to meet the needs of pupils, as well as reinforcing examination on educational change that compares both educational systems and their outcome and effectiveness, thus this essay endeavours to provide knowledge in comparing both countries’ primary schooling.
In looking at how education within the primary sector is organised between Denmark and England, it is necessary to examine the brief historical and political influences in order to pay homage to the structure and processes of both primary schools in reference to these chosen countries. In Denmark, the outcome for the educational system evolves from their culture and values that accentuates an individualism approach, thus, creating a policy on which the main concern reflects the “institutional arrangements and classroom processes of a national education system ... in turn [education will] help to reproduce the deep ‘socio- cognitive’ and cultural patterning of a particular nation state”. Additionally, “... policy makers need to be sensitive to both the ‘constants’ and the ‘contexts’ in pupils learning identities ... if they are to introduce policies which are to be successful in both raising achievement and the aspiration to learn” (Osborn, 2001, p. 268). Thus, the Danish Curriculum is and presently based on societal influences and democracy.

Furthermore, the Danish Minister of Education sets out general guidelines for its pupils, which focuses on positive attitudes; play activities as well as social development of all its pupils (Einarsdottir and Wagner, 2006). It could be suggested that the educational development of Danish students is of a holistically nature compared to its English counterparts. To illustrate, primary schools in Denmark reinforce that school work is the basis for independent thinking as well as training pupils to collaborate with one another. However, the use of implemented subjects are freely...

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