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ho unfortunately have little ability and come from disadvantaged backgrounds.

Social Capital - Social Capital is an important part of Labour's community cohesion agenda, highlighting the shared values that can give rise to bonding within communities. Friendships in schools can develop from an early age bridging ethnic, background and religious divides, which in turn can result in parents developing a respect of people as a consequence of their children's new found associations. Maybe more emphasis should be placed on breaking down the barriers between different fractions of society rather than activities such as school twinning.

Human Capital - The acquisition of human capital will usually increase the lifetime earning capacity and employability of any individual who acquires it, and ultimately it could be argued controlling the level and distribution of income in society. In my commercial experience it is both profitable and productive to embark on both the training of young people (apprentices) and more experienced personnel, supplementing their skills ensuring they are kept in touch with modern manufacturing techniques and technologies. In addition the trainee would normally benefit from a feeling of being valued by the company and a sense of personal achievement, ensuring a greater awareness of the benefits associated with success, leading to a thirst for increased personal development.

战争后的教育发展——Post war developments in education.

Education in Britain as changed greatly since World War II, mainly due to the 1944 Education Act which made a provision for statutory secondary education for all. One of the main changes it made was that the system of public education was reorganised in three progressive stages: primary, secondary and further education. The school leaving age was raised to fifteen and later to sixteen. The educational system created by this Act had three main features:

That there should be a division between primary and secondary education at the age of 11.

That there should be three types of secondary schools designed to meet three different types of children, namely the grammar schools, the secondary technical and the secondary modern schools.

The appropriate school for a child should be determined by tests at 11 years of age.

On closer inspection education and its importance in national, political and economic terms have changed a great deal since then with each new government; there have been loads of good intentions, but in my opinion too few initiatives taken to achieve the ideal system.
In his study 'Education in the Post-War Years' (1988) Lowe comments that politicians who were in favour of the tripartite system genuinely believed that such a differentiated secondary system offered the best education to disadvantaged children. They saw the establishment of a universal secondary school system and the raising of the school leaving age as the key to removing class distinctions. It was hoped that the 1944 Act would lead to a greater flow of working class children to grammar schools.

The main achievement of the 1944 Act was the attempt to relate the level of secondary education received by children to levels of their intelligence by excluding the fee-paying pupils from the grammar schools. In this way access to grammar schoo本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。