This essay will discuss whether the government should allow different faith schools in the UK or not, ad how a faith school can have an effect on the society in the UK. Te recent history of faith schools in the country was on the year 1944 following the passage of the 1944 Educational act that resulted from the negotiation between Archbishop William Temple and the then education Minister, R ‘The Act particularly created a unified framework under which church schools were brought under state control but left with considerable including their right to determine their own selection criteria or receive financial support from the church’ (Mackinnon et al.
Te Local education authority schools were consequently named county schools; curch schools became voluntary schools with the latter being of two main types namely ‘Aided’ and ‘Controlled’ schools. Aded schools are state controlled but they provide their own premises or meet some maintenance costs and have a degree of control. O the other hand, cntrolled schools provide their own premises. Dspite having their own premises, teir budgets are taken care by the government agencies concerned with religious education.
Acording to Brooksbank and Ackstine (2004: 17), ‘he term ‘faith schools’ was particularly introduced in the UK in the year 1990 after calls by the Muslim community to be allowed to have institutions similar to the existing Christian church schools’ The 1998 School Standards and Framework Act also significantly impacted on the faith schools in a number of ways including changing the names of county schools to community schools. Hwever, lgislation currently varies between different countries of the UK as education currently devolved (Annette, 2005).
Tere are a number of great values of having faith schools that may be used to explain the continued existence of state funded faith schools in the United Kingdom. Fr example, acording to Annette (2005), fith-based schools are especially planned to help students to develop knowledge and ability to implement choices regarding their personal lives. Rgardless of the particular content associated with a given syllabus, al the faith-based schools constantly integrate sex education into the framework of a religious understanding that concerns to sex plus...
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