Study on Development of Education in the UAE

Study on Development of Education in the UAE UAE social development is heading in the right direction. Education and its development is one agenda that top the lists of UAE government, be it development of primary, secondary, and higher education. The attempt of this paper thus, is to trace the theme of development of education in UAE. The methodology undertaken focuses on the primary and secondary resources as defined. Structurally this paper is organized to brief the purpose of the research, followed by subject matter issue, the research questions and literature review, as a step to reach an analysis to the core subject matter in relating to the discussion and finally its conclusion. . Introduction Knowledge as one basis of human life is an important aspect. But how does one acquire knowledge? We can readily agree that education is one factor of it Education in the contemporary context is very vital. A lot of talks in recent time among global leaders and educationist also have gone at length to emphasize the need of education as one basis of human life and growth. Debate surrounding the development of education in many nations around the globe also is one heated theme. As we take a leap towards knowledge economy, the need and requirement of education cannot be sided apart. As human, we have the capability to learn. However, in that regard education also plays a bigger role in the society to impart the learning process. This is where we can begin our arguments encompassing the subject matter and the theme in general encompassing education and its developments. Summing it all up, education and the role that it plays in the society today is very crucial. However, factor surrounding the same is that proper facilities and infrastructure also have to be met with as far as fostering quality education is concerned. The state machinery also requires a through look into the matter of such great importance to facilitate a process that is meaningful and feasible to expand the realms of education and its reach among people. Purpose and objective of the research The purpose and objective of this research in particular is to take an analytical look into the theme encompassing education and it developmental phase in the society today. Together with it, reason behind the study also is to have a better understanding on the theme of education primarily as one factor to take an in-depth analysis that limits itself to the development of education in UAE. Thus, to simply the objective and purpose of this research, it would be prudent that the following is also highlighted: To have a better and deeper understanding on the topic of Development of Education in UAE in recent time. To emphasize on the study and research encompassing how education machinery works in UAE. To understand the educational system and infrastructure in UAE, when it matter to primary, secondary and higher education process and its development. To know about the different aims and objectives of Education policy and the machinery of educational development phase in UAE in the contemporary context. Most important objective was the experience and learning objective that can be garnered by doing a thorough research on the subject matter, which we are of the opinion provides a basis for a better and deeper understanding on how the development of education in UAE is taking shape in recent times, which would otherwise have not been possible without undertaking this project. Subject matter issue The subject matter issue of this work limits itself on Development of Education in UAE. In that reasoning, we feel that there is no lack of issue to be identified. For example, UNESCO also have highlighted in the recent report that dates back to 2000 on the prospects and necessary change required to strengthen the UAE economy and to build a future of bright minds and solid leadership in the country. Not surprisingly, the report states that the UAE have taken a great and formidable stride as far as development of education in the society are concerned. In that respect the development of education in UAE also have made substantial progress to facilitate a foundation for basic education in the society and is machinery towards the ambitious goals of providing education for all. (WorldEducationFurum, 2000) From this analysis in parts, we can identify as where to reflect the basis of our subject matter issue. There is no doubt that education processes in UAE is heading in the rights direction. However, how far such progression is, or when it matter to the reality surrounding the development of education in UAE is still subjected to debate, which this paper and the attempt made herein is to identify the pros and cons of the development of education in UAE today, and in particular how the educational machinery in the state works. Research Questions Following the subject matter issue as briefed above, the research question that arises in that regard are detailed as follows:- What are the educational machinery and its developmental processes in UAE? What role did the UAE government played in the development of education in UAE? What are the measures undertaken by UAE government in making the education practices in UAE at par with global standards? What are the goals and objectives of the new organizational framework for the development of education in UAE? In that regard, how has the ministry of education and youth affair in UAE contributed to the ambitious goals of education and its development in the society? What are the roles played by private and public educational undertaking in contributing to the development of education in UAE? Finally, do the UAE and the society at large have proper educational facilities and infrastructure to be at par with global education standards that strives for quality, assessments, feasible learning environment of the student community from the primary level of education until the higher education level? Methodology To gather information about this project on the theme of Development of Education in UAE much of it has been gathered through electronic sources relevant to the subject matter that relates to the UAE and in particular to educational forums that discusses the topic. Literature reviews and study in that regard also is one crucial methodology undertaken to reach an understanding as far as education, the value attached to it and most importantly the development stage in the contemporary society today. Simply, the methodology undertaken for the study of this research is differentiated between primary and secondary methodology. Primary Research Methodology: Electronic sources that assisted in gathering information relevant to the subject matter analysis can be accorded as one primary methodology, which has been vital for in enabling the research to focus on the core of the subject matter. In those aspects, resource acquired includes news articles and reports. Together wit it, the questionnaire developed for the purpose of the subject matter is also one aspect of the primary research and methodology. Apart from it, forum for educational discussion such as the UNESCO reports that limits itself to UAE and its educational phase is also one aspects of the primary methodology. Overall, it can be sum up that the primary resource and information gathering in that capacity is to justify the facts that are salient to the subject matter, which to a great extent news reports have been feasible for the analysis overall. Secondary Research Methodology: For other secondary information, literature review related to the theme of the subject matter has been beneficial enough to provide a clear understanding as far as the subject matter concerns. Literature review also provided a basis to lay emphasis to the crucial issue surrounding educations and its processes in general, which further assisted to limit the analysis in crucial arena that reflects to UAE and educational development in that regard. Literature Review To begin with in this note, we are of the opinion that education is one significant factor and there are several noble goals attached to it. Above all, Plato, one of the most renowned Greek thinkers also asserts that the direction in which education starts a man will determine his future life. (Plato, 1996) This quote in particular gives a precise and clear impression as to why education is of valuable importance. When we begin to ponder on these thoughts and to limit our analysis on educational and its developments, we see that many nations around the globe today also stresses that education and its foundation in the society today is significant as a measure undertaken to strengthen the foundation of the nation and its future. As the contemporary society takes a leap and bound as far as growth and development is concerned, education and its developmental phase also find a place of representation in that regard. Many renowned personalities and leaders also have emphasized the fact that education is one tool of empowerment and a powerful tool indeed. To begin with in that regard, scholars also are of the opinion that schooling is unavoidably a moral enterprise, and its impact in that regard also is both intrinsic and extrinsic. (Pandey, 2005, p. 1). Driving home from this point in contention, we fully agree that educational facilities and learning environment that are fostered through schooling have a powerful impact on the morality of human and their behavior. This salient factor of education is the basis of analysis when we reflect from a social and cultural context. Together with it, many educationist who advocates the values of education also relates to the fact that education as one basis of it all in the cultural and societal realms provides a formidable foundation to learning, especially when it matter to embodied the aspects of self-esteem, community services, multicultural educations, civic education, etc to name but a few. (Pandey, 2005, p. 2) Hence, from this part of the analysis, we can derive as to where education finds its place of representation in the society today. It is not surprising that policy makers also take a great measure to address the value of education. That is why we see reason enough that measure and initiation undertaken for the development of education readily register with the society and policy makers who are aware that the value of education in the society also marked the foundation of empowerment of individuals and as well as the future of the society. The Development of Education in UAE As far as UAE goes, one important point to relate to the theme of the subject matter can be related to the latest reports available with Arabianbusiness.com in which it is highlighted that the president of UAE, Sheikh Khalifa bin Zayed Al Nahyan, also stresses the need of the hour is to formulate policies for the effective development of educational processes, which tops the Agenda of the government. (Attwood, 2010) In that essence we can emphasize as to where the basis of education and its development in UAE is progressing. As we are aware, the foundation of education system in UAE is already there. Take for example the fact that investment taken by UAE government and policy makers as far as education is concerned is impressive, either when it matter to the structure that gives importance to primary education, secondary education and higher, plus technical education, where the foundation of infrastructural needs and system machinery are all being met out. (UAEInteract) Together with it, what we can further augment the fact of educational development in UAE also can be related to the social development aspects of education in UAE. What the news reports highlighted is that since the foundation of the state of UAE way back in 1971, the UAE government have emphasized to showered greater importance and interest in the development of education in the society, especially the development of education system in the country. (UAEInteract, Investment in UAE education sector on the rise, 2010) Hence, on the basis of this report, we can relate as to where the development course of education in UAE is heading. The foundation and roots of educational system in UAE have been there since the emergence of the state way back in 1971. However, recent measure undertaken by the government to initiate programs such as free and compulsory education for all is also a positive step of the development phase, which showed in the way of the literacy rate that have shot up from 53.5% in 1989 to 79% in 2000. (ArabianCampus.com) Furthermore, the education system in UAE in particular also is structuralized to meet the standards of global education. Add to it, the basis of the educational system in UAE also is to meet the requirement of the society for comprehensive education starting from the primary level till the secondary level, as well as university education. What is crucial to note is that educational sector in UAE have blossomed tremendously as a measure to reach individuals in the society and their needs for formal education. (ArabianCampus.com) Discussion When we lay emphasis to the analysis above, we can drive home the idea that the development phase of education and its process also have taken a new leaf of life in the contemporary context. In that respects, discussion that follows also reflects the opinion of public in UAE as per the survey carried out by GulfNews.com surrounding the theme Money vs. education, which is interpreted below. As per the reports available with Gulf News relates, many readers in the survey undertaken viewed their opinion that education provide a foundation to be financially sound as well as to be educated. (Khan, 2009) Some other readers who participated in the survey also are of the opinion that money and education are both important. Yet the greatest response that has been reached among participants in the survey is that education is very important and most respondents are in favor of education as a factor to means to earn money. The adage knowledge is power also represents the responses of respondent. (Khan, 2009) Conclusion This study has been crucial to understand the salient aspects surrounding education, especially the matter of the theme that relates to Development of Education in UAE. Thus, what we can conclude is that education is very vital in today contemporary context. The measure undertaken by UAE government to facilitate formal education in the society and necessary actions undertaken to invest in the development of education is impressive. As we have highlighted above, measure undertaken by UAE government in context of educations, be it providing free and formal education, setting up infrastructure for educational purposes, investing and attracting investment in the private educational sector overall reflects what we can conclude as the development stage that have reached its pinnacle. Yet there is every reason to belief that a lot of development in other fronts is also required to be undertaken. Hence, setting the standards of education that emphasize on meeting the objective to be at par with global educational system is also crucial, given that today education emphasize on a global arena and plays a pivotal role for employment and empowerment.

BTEC Subsidiary Diploma in H&SC Essay

Vocational Context Task 1 (P1) Imagine that you are a researcher for a local radio station and you have been asked to put together a piece on looked after children and young people. Task 2 (P2,M1 M2, D1) Imagine you are a young parent and have recently moved into a new area with your two young children, following separation from your partner who was drinking and abusive. You are worried about the behaviour of your children and are concerned about them being looked after. You carry out research to  find out the support available in your local area and decide to organise the information into a resource pack you can refer to easily if necessary. Task 3 (P3) Produce a written document which would identify and explain different factors that would lead to the suspicion of child maltreatment and abuse Task 4 (P4 & D2) You are a support assistant and two of the children give you cause for concern that they may be experiencing some maltreatment or abuse. You find it helpful to explain the factors that could lead to the suspicion of child maltreatment or abuse in your report. Task 5 (P5 & M3) Explain the strategies and methods that can be used to support children, young people and their families where abuse is suspected or confirmed. Ensure you explain how these strategies/methods help children and their families. (P5) Assess strategies and methods that are used and how they minimise the harm to children, young people and their families where abuse is confirmed. You need to also assess why some strategies are more effective than others and explain your reasons. (M3) The Brief Task 1 (P1) Carry out some independent research and use a report to outline why children and young people may need to be looked after away from their families. Looked after children: following the imposition of a care order by the court; with the agreement of their parents Potential reasons: family related, eg following a bereavement/loss of a parent, parental illness or incapacity (hospitalisation, mental ill health, substance misuse); suspected or actual maltreatment; child or young person related, eg health problems, behavioural problems, learning difficulties, disability, as a result of committing an offence Task 2 (P2, M1, M2, D1) Outlines the arrangements for providing quality care for looked after children and young people (P2) Discuss how policies and procedures help children, young people and their families whilst the child is being looked after (M1) – add to the notes to discuss the role of policies and procedures in more detail Explains the roles and responsibilities of two members of the children’s workforce in relation to looked after children and young people (M2) Evaluate the regulation of care provision for children and young people (D1) – in order to judge the quality of the provision for looked after children research the role of regulators and use inspection reports for local providers to evaluate provision in the local area by comparing the strengths and weaknesses and use the comparison to explain your judgement. Legislation/legal framework: relevant to home country; relevant sections from, eg United Nations Convention on the Rights of the Child (UNCRC) 1989, Every Child Matters (ECM) 2003, The Children Act 1989, 2004, The Human Rights Act 1998, The Data Protection Act 1998, Framework for the Assessment of Children in Need and their Parents 2000, Common Assessment Framework (England); other relevant local policies Care available: foster care; respite care; residential childcare; adoption; planning for care in partnership with the child or young person, their parents, and other agencies, eg fostering agencies; the paramountcy principle Organisation of care provision: home country governments responsible for overall social care, health and education for children and young people; local authority services, eg Local Authority Children’s Services (England), Health and Social Service Trusts (Northern Ireland); third sector organisations, eg Barnados, NSPCC, British Association for Adoption and Fostering; private providers, eg private nurseries Type of services: universal (provided to all children and young people); specialist (to meet the needs of a particular group, eg looked after children, children who are disabled); targeted (towards certain groups of children or young people to prevent risk eg of harm, or offending) Job roles: commissioning, directing and managing services, eg Directors of Children’s Services; directly working  with children and young people, eg volunteers, social workers, health visitors, nursing assistants, youth workers, tutors, educational psychologists, play workers, foster parents Regulation of care provision: regulation of those working with children and young people, eg CRB checks; regulation of services provided for children and families, eg Ofsted; regulatory bodies, eg General Teaching Council for England, General Social Care Council Task 3 (P3) Write a report explaining the different factors that would lead to the suspicion of child abuse, giving examples and explanations. Types of maltreatment: abuse (physical, emotional, intellectual, sexual); neglect; bullying and harassment Risk of maltreatment: within family; outside family; in care setting; strangers Wider factors suggesting risk of maltreatment: dysfunctional family relationships; child or young person acting out abuse, eg animal abuse; family history link to abuse; poor or impaired parenting skills; lack of attachment; risk of exploitation, eg from visual, written and electronic forms of communication and media; substance abuse in household Theories of maltreatment: medical, sociological, psychological, feminist Issues: cultural, eg changing face of the family, social disadvantage, different concepts of discipline, cultural Variations Task 4 (P4 & D2) Explain the appropriate responses when child maltreatment or abuse is suspected.(P4) In your written statement justify your responses where child maltreatment or abuse is suspected or confirmed (D2) Procedures where maltreatment is considered, suspected, confirmed or excluded: policies of the setting; implementing safe working practices; whistleblowing; reporting arrangements; security of records; sequence of events leading to registration on child protection register or care proceedings Roles and responsibilities: following the policies and  procedures of setting; observation; responsibility for observing children and families and their interaction; recognising maltreatment indicators; how to respond if maltreatment is suspected; what action to take following disclosure, maintaining confidentiality according to policies of the setting Responding to direct or indirect disclosure: listening carefully and attentively; communicating at the child/ young person’s own pace and without undue pressure; taking the child/young person seriously; reassuring and supporting the child/young person; providing unconditional acceptance; boundaries of confidentiality; promptly following the correct procedures of the setting; how to deal with own feelings and emotions Task 5 (P5 & M3) Explain the strategies and methods that can be used to support children, young people and their families where abuse is suspected or confirmed. Ensure you explain how these strategies/methods help children and their families. (P5) Assess strategies and methods that are used and how they minimise the harm to children, young people and their families where abuse is confirmed. You need to also assess why some strategies are more effective than others and explain your reasons. (M3) Strategies with children/young people: respectful, child-centred approach; providing active support; empowering children and young people; support assertiveness and self- confidence, self-esteem and resilience; sharing information and not keeping secrets; giving children information according to their age, needs and abilities, eg how to respect their bodies and keep safe; preventing the transmission of disease Strategies for working with parents and families: developing supportive partnership relationships with parents and families, involving parents in the assessment of children’s needs; helping parents to recognise the value and significance of their contributions, encouraging the development of parenting skills Support for children/young people who disclose: provide access to professional support; demonstrating unconditional acceptance of the child/young person; empowering children and young people to take control of their situation; awareness of the potential impact on the child/young person and other family members,  counteracting possible stereotyping Minimising the effects of abuse: encourage expression of feelings within acceptable boundaries; improving self-image; building self-esteem and confidence, eg play therapy, counselling; role of voluntary organisations Grading Criteria. Evidence What you have to do P1 Outline why children and young people may need to be looked after away from their families Report Report You will need to consider a range of reasons why children and young people might need to be looked after away from their families and include both short and long term solutions. Please remember to look at UK sources only. Discuss the role policies and procedures, legislations and frameworks have M1 Discuss how policies and procedures help children, young people and their families whilst the child is being looked after P2 Outline the arrangements for providing quality care for looked after children and young people Booklet Booklet Booklet Public library and newspapers provide useful information. Make notes to outline the arrangements for providing quality of care for children and young people In particular, focus on two individuals who you think will be most helpful if your children were to become looked after In order to judge the quality of care provision for looked after children research the roles of regulators and use inspection reports for local providers to evaluate provision in the local area by comparing their strengths and weaknesses and use the comparison to explain your judgement M2 Explain the roles and responsibilities of two members of the children’s workforce in relation to looked after children and young people D1 Evaluate the regulation of care provision for looked after children and young people P3 Explain the factors that would lead to suspicion of child maltreatment or abuse Written Review what has been observed about the children to explain your suspicions that abuse has taken place. Consider the possible type of maltreatment as evidenced from your observations of the children; review the possible risks of maltreatment for each child including wider factors relevant to each of them, potential consequences of any maltreatment as explained by theories of maltreatment and other relevant issues. You might find it useful to put together a short pen portrait of each child to identify key features relating to the children before you start this task P4 Explain appropriate responses when child maltreatment or abuse is suspected Report You will need to explain all the appropriate responses and order of events, initially from you as a class room assistant and then how you would report and document your suspicions of this maltreatment D2 Justify responses where child maltreatment or abuse is suspected or confirmed, referring to current legislation and policies Report This is your opportunity to link the responses to the policies and procedures that are in place and how they comply with current legislation P5 Explain the strategies and methods that can be used to support children, young people and their families where abuse is suspected or confirmed. Report Here you will need to provide an explanation of a range of strategies and methods that might be used to support children and their families where abuse is suspected or confirmed M3 Assess strategies and methods used to minimise the harm to children, young people and their families where abuse is confirmed. Report Once you have identified the strategies, you will need to assess them and consider strengths and weaknesses as they will not all be suitable for every situation

Motivation Factors at Tesco Essay

The history of labour relations in the UK is a story of the gradual empowerment of the working classes. The system of industrial relations in the United Kingdom (UK) is traditionally characterised by voluntary relations between the social partners, with a minimal level of interference from the state. In the context of very early industrialisation and a liberal political culture in which the state seldom intervened in the affairs of private actors, trade unions gradually consolidated their membership and power base throughout the 19th century. Various legislative developments also allowed trade unions the right to organise workers and engage in industrial action. In 1868, the UK Trades Union Congress (TUC), the confederal umbrella body for UK trade unions, was formed. The 1871 Trade Union Act recognised trade unions as legal entities as corporations and granted them the right to strike. Subsequently, the 1875 Conspiracy and Protection of Property Act allowed the right to peaceful picketing, while the 1906 Trade Disputes Act allowed UK trade unions to engage in industrial action without the threat of being sued for damages. In addition to this body of legislation, a minimal level of legal regulation that stipulated basic health and safety conditions in workplaces was also built up during the 19th century. The economic context throughout this time was also favourable to the development of trade unionism. Owing to the pace of industrialisation and the existence of substantial colonial markets for UK industry, the 19th century and early 20th century were characterised by extensive economic growth. This economic climate facilitated the development of a system in which some of the fruits of economic development could be designated for collectively bargained wage increases. In terms of the role of the law, collective bargaining was far more important than the influence of legal regulation. For employers and trade unions, the role of statute law was to support and extend collective bargaining rather than to comprehensively regulate the system. Notably, the law provided trade unions with a series of ‘immunities’ from UK common law. These immunities covered the right of trade unions to engage in industrial action with employers, which would otherwise have been illegal under UK common law. The membership of UK trade unions grew markedly in the post-war years. The era also represented the golden age of British ‘pluralism’, where the role of trade unions in securing industrial peace and efficiency was emphasised. In the private and public sectors, sectoral level collective agreements were also typically reached that covered whole industries. By the late 1960s, however, concerns emerged about the efficacy of a system in which shop floor industrial unrest appeared to be rising. This led to the Donovan Commission, a government commission that attempted to investigate the causes of workplace disputes. Industrial conflict grew markedly in the 1970s, partly as a result of the economic crisis that affected western countries after the 1973 ‘oil shock’. The era was characterised by trade union militancy and high levels of industrial action, and attempts by successive left-wing and right-wing governments to regulate the system largely met with failure. The period culminated in the 1978–1979 ‘winter of discontent’, where public sector trade unions engaged in regular and lengthy industrial action over the incumbent Labour government’s policy of public sector pay restraint. A conservative government, led by the then Prime Minister Margaret Thatcher, was elected in 1979 on an anti-trade union, neo-liberal platform. Successive governments of this political stripe pursued a legislative programme that placed legal restrictions on trade unions’ ability to engage in industrial action, and that privatised many areas of the public sector, while managing the public sector in an anti-union fashion. During this period, trade union membership also declined markedly, and the majority of sectoral collective agreements in the private sector were dismantled as companies abandoned them. A ‘New Labour’ government, led by Prime Minister Tony Blair, was elected in 1997, offering a moderately conciliatory approach to the trade unions. The cornerstone of the Blair government’s approach to employment relations was the use of legal individual employment rights to protect workers. Most notably, a national minimum wage was introduced. Many of these legal rights emanated from the level of European Union, and the post-1997 period saw a marked increase in the influence of legal regulation in the employment relationship. Nonetheless, trade union membership continued to decline, and in 2008 trade union density stood at 28%. As of 2009, the UK system of industrial relations would appear to exhibit a mixture of  characteristics. While the old tradition of the state not intervening in relations between the social partners is still manifest in the non-legally binding nature of collective agreements and in the fact that trade unions and employer organisations have little statutory involvement in public policy and little recourse to bipartite or tripartite forums at the national level, legally established employment rights would now appear to be a permanent feature of the UK system. The global 2008 economic crisis has particularly affected the UK. Unemployment rates have increased markedly, and several financial institutions have had to be rescued by the UK government. As of 2009, the effect of the crisis on the development of the UK system of industrial relations is unclear. Trade unions have responded to the crisis by calling for greater government intervention to support employment levels. At the same time, collective agreements have been concluded by the UK social partners at company level with the aim of reducing working time in order to preserve employment levels (UK0811029I). However, as of 2009, it is too early to identify any concrete trends. Main actors Trade unions Trade union density has fallen markedly in the UK since a peak of 56.3% in 1980. Despite occasional small rises in membership since 1997, statistics over the past decade would suggest that union density has reached one of its lowest levels at just under 30%. A large difference in trade union density rates is evident between the private and public sectors. As of 2008, trade union density in the private sector was 16.1%, while it reached 59% in the public sector (Department for Business, Enterprise, and Regulatory Reform, 2008). Trade unions in the UK are organised both horizontally and vertically, with some organising particular occupations, such as teachers; others organise in particular industries, while a few operate in particular companies. The sole trade union confederation in the UK is the TUC. There are 6, 471,030 members in TUC affiliated unions, down from a peak of 12,172,508 members in 1980. However, the TUC does not conclude or have the power to conclude collective agreements at any level. In response to declining membership figures, UK trade unions have engaged in many mergers in recent years. In 2008, there were 167 trade unions in the UK – this was down from 238 unions in 1998 and 326 in 1988. In 2007, the UK trade unions Amicus and the Transport and General Workers’ Union (TGWU) merged to form Unite the Union (Unite). This is the UK’s largest union, with a membership of about 1,900,000 workers. The largest public sector trade union is Unison, which has a membership of 1,344,000 persons and organises workers in all areas of the public sector. Employer organisations The TUC is paralleled on the employers’ side by the Confederation of British Industry (CBI). Like the TUC, the CBI has no mandate to collectively bargain and bind its affiliates. In general, the CBI represents large companies in the private sector and is regarded by the government as its main interlocutor with business. Its members comprise individual companies (currently about 3,000) and trade associations (around 150). Owing to the largely decentralised nature of employment relations in the UK, the role of employer organisations in the country’s industrial relations is not overtly prominent. Their role in collective bargaining declined notably during the 1980s, when many existing national sectoral level agreements ceased to function and companies began to negotiate with trade unions at lower levels. Some organisations have disbanded, while others have stopped trying to regulate employment conditions. Current employer organisations that do engage in social and employment affairs are the Engineering Employers’ Federation (EEF) and the Local Government Association (LGA). Employer organisation density in the UK is approximately 40%. Industrial relations Collective bargaining In the UK, the dominant level for the setting of pay and working time is the company or plant level in the private sector. In areas of the public sector – and in a small section of the private sector – sectoral level agreements are concluded. There are no national intersectoral agreements in the UK, nor  is there any tradition of this, aside from a very brief period in the 1970s. In 2008, the coverage rate of collective agreements in the UK was 34.6%. There is a large discrepancy between figures for the public and private sectors, with collective bargaining coverage for the public sector reaching 72% in 2008, compared with 20% for the private sector (Department for Business, Enterprise, and Regulatory Reform, 2008). Compared with other west European countries, the UK is notable for the disorganised nature of its levels of collective bargaining and the lack of legal backing and promotion that collective agreements are subject to. In line with the UK voluntarist tradition, collective agreements are voluntary instruments that are ‘binding in honour only’. However, the terms of collective agreements are normally incorporated into individual contracts of employment that are then legally enforceable. Collective agreements are subsequently never extended by legislation, and there are no voluntary mechanisms for the extension of collective agreements. Moreover, no formal mechanisms exist for the coordination of wage bargaining levels in the UK. However, in practice, trade unions in different companies and sectors often share information with one another, and agreements in certain companies and sectors often act as informal ‘benchmarks’ for negotiators in other areas. Collective bargaining in the UK has become far more decentralised since the 1970s and 1980s. In this period, many companies in the private sector left sectoral agreements and, in the public sector, collective bargaining also became more decentralised. According to one study (Visser, 2004), the degree of bargaining centralisation in the UK stands at just 13%. Other issues in collective agreements Collective agreements on issues besides pay and working time are not widespread. While vocational education and training is strong in some professional and technical sectors, it has been historically weak in others. Recent attempts have been made to regularise vocational training through National Vocational Qualifications, and these have been supplemented by further moves to establish lifelong learning routes – especially through the  Ã¢â‚¬Ëœuniversity for industry’ initiative. However, much of the provision of skills training is decentralised to the newly formed Sector Skills Councils (SSC). Currently, there are 25 SSCs in the UK; all of the councils are employer-led, independent organisations, each covering a specific area of the UK. Industrial conflict The Advisory, Conciliation and Arbitration Service (ACAS) is the main body involved in conciliation and arbitration in the UK. It is an autonomous, tripartite body established by statute and its task is to improve industrial relations. The largest part of ACAS’s work is individual conciliation. The amount of individual litigations and employment tribunal cases has increased considerably within the UK in the past decade or so. Arbitration is a relatively small part of its work, mainly because it has no powers to arbitrate without the consent of both sides. Arbitration is neither compulsory nor legally binding. The latest available official statistics show that, in a 12-month period to October 2008, some 147 work stoppages were recorded, in which 677,000 workers took part and 837,700 working days were lost. This marked a decline from the figures for the 12 months until October 2007, where 210 stoppages were recorded, involving 878,000 workers and resulting in 989,000 lost working days. These figures are also historically very low. In 1988, for example, there were 781 stoppages recorded, in which 790,000 workers were involved and 3,702,000 working days were lost. The figures for this year also represent a typical year for this period. The general decline in labour disputes in the UK is likely to be attributable to falling trade union density rates, and to the anti-union laws of the 1980s and 1990s. In 2008, large industrial actions occurred in the UK public sector over the government’s policy on public sector pay restraint. More complete statistics are available for 2007 regarding the sectors involved in strikes. In 2007, of the 142 stoppages recorded, 55 occurred in the transport, storage and communication sector, while 21 took place in the education sector, and 20  were recorded in public administration, defence and the compulsory social security sector, making these the three sectors most affected by strikes during the year. These sectors were also the most adversely affected in terms of working days lost and workers involved (Office for National Statistics, 2008a). Tripartite concertation Owing to the UK voluntarist tradition, policy concertation has been uncommon, and there are currently few formal mechanisms or forums for tripartite concertation in this country. From 1962, a tripartite National Economic Development Council existed, in which the government and UK social partners discussed economic policy; however, this was abolished in 1992. In the late 1970s, consultation between government, employers and trade unions was also growing in importance. However, the Thatcher government, which was elected in 1979, sought to eradicate any forms of corporatism. Since then, tripartism or corporatism has not been re-introduced on a comprehensive or formal basis. However, the UK social partners are regularly consulted by the public authorities on the direction of public policy in the country on an ad hoc basis; they are also represented in a series of committees that are of a tripartite nature. For example, the social partners are represented on the Low Pay Commission (LPC), an independent UK body that issues recommendations for increases in the national minimum wage. The LPC board consists of nine members – three trade union representatives, three employers and three labour market relations experts. At the sectoral level, the UK social partners are involved in the aforementioned SSCs, which seek to improve the skills of workers in the UK. Workplace representation Traditionally, there have been no statutory works councils in the UK. In line with the voluntarist tradition, workplace representation was solely achieved through trade union presence in the workplace and was not enshrined through the law. As previously mentioned, a considerable decline in trade union presence and power has occurred in the UK over the last 25 years. In 2008,  46.6% of workplaces had some sort of trade union representation (Department for Business, Enterprise and Regulatory Reform, 2008). The EU information and consultation Directive of 2002 (Directive 2002/14/EC) was implemented in the UK in 2004 as the Information and Consultation of Employees Regulations. The regulations lay down statutory procedures for workplace representation, and stipulate that workplaces with 50 or more employees must have a body for the information and consultation of employees in place. Employee rights Employee rights are enforced in the UK through a variety of mechanisms. Firstly, employees have access to employment tribunals that determine whether the rights of employees have been infringed. Trade unions are responsible for the monitoring of collective agreements, and the right of trade unions to engage in strike action is decided by the UK civil courts. Health and safety conditions in workplaces are monitored by the UK Health and Safety Executive (HSE), while compliance with the national minimum wage is monitored by the country’s HM Revenue and Customs (HMRC) department. Pay and working time developments Minimum wage A national minimum wage has been in place in the UK since 1997. The rate is set by the LPC, which advises the government on low pay and recommends appropriate rates. The current minimum wage in the UK – as set in October 2008 – for adults aged 22 years or older is GBP 5.52 (about â‚ ¬6.38 as at 7 July 2009) an hour. For workers aged between 18 and 21 years, the minimum wage is GBP 4.77 (â‚ ¬5.52) an hour. The minimum hourly wage for all workers under 18 years of age – who are, in addition, no longer of compulsory school age – is GBP 3.53 (â‚ ¬4.08). Some workers undertaking apprenticeships or accredited training may not be considered eligible to receive the national minimum wage for a certain period of time, which varies according to their age and length of time in employment. Other categories of workers who are exempt include au pairs, share fishermen, members of the clergy, those in the armed forces, prisoners and some people working in family businesses.  Moreover, the rate payable under the national minimum wage can, in all cases, be reduced where accommodation is provided to the worker. Pay developments In April 2008, the average gross annual earnings in the UK were GBP 25,100. In April 2007, the equivalent figure was GBP 24,020 (Income Data Services, 2008). An increase of 4.5% was therefore recorded. In November 2008, the percentage annual rise in collectively agreed average weekly earnings was 3.8%. In November 2007, this figure amounted to 3.4% (Labour Research Department, 2009). In terms of gender, the average gender pay gap in the UK in 2008 was 12.8%. This gap is measured in the UK on the basis of median hourly earnings, excluding overtime. In 2008, median hourly earnings excluding overtime for men was GBP 12.50, and for women GBP 10.91. Between 2007 and 2008, the gender pay gap in the UK rose by 0.3 percentage points from 12.5% to 12.8%. However, the gender pay gap stood at 17.4% in 1998, so the figure has substantially fallen over the last decade.

Are People Who Are Motivated By External Environments

Extroverts are people who are motivated by external environments, mainly concerning with social aspect in life. Their drive in life is mainly fun for the most part. They obtain an outward look on life and live it in an outgoing way. Typically, people view them as overly excited, emotional, or too intense in some situations. Their excitement may be â€Å"over the top† for some people, and may be seen as exaggerated or even to feed their attention they so desperately need. Growing up my personality resembled an extrovert. My subliminal motivation was to have positive vibes and relationships with anybody and everybody. My mouth always seemed to be expressing ideas that instantly came to mind in discussions, with little filter, which has landed me in trouble numerous times. It wasn’t until my transition after an involuntary year away from education, due to inappropriate behavior, that I began to take note of other’s people reactions to my gregarious personality. From being at home most of the day for 356 days to seeing the same faces five consecutive days as a freshman was difficult. I became aware of other’s attempt to be â€Å"cool† in high school, and realized they perceived to take my social persona as annoying and unwelcomed. They made sure that my manner of behaving was bothersome to them. Old friends, who I’ve come to realize weren’t much of friends to begin with, would call me â€Å"annoying† and à ¢â‚¬Å"an attention seeker†. It was a big hit to my self-esteem, most everyone reacted in aShow MoreRelatedIntrinsic vs Extrinsic Motivation Styles Essay683 Words   |  3 Pagesmotivation; intrinsic and extrinsic. Intrinsically motivated individuals hold learning various types of course information in high regard without receiving any reward or reinforcement. In contrast, extrinsically motivated people depend solely on the rewards that come with a job well done. The reward is normally used as a catalyst for the motivation (Lei 153). 3 Motivation: Intrinsic vs. Extrinsic Motivation: Intrinsic Vs. Extrinsic Intrinsically motivated individuals take action based on the internalRead MoreMotivation And Performance 2. Deborah Leupold. Bus 610:1478 Words   |  6 PagesInstructor: Martin McDermott January 7, 2017 Motivation issues in the work place are not always representative of the work environment itself. In some cases, external factors not related to the work environment are the primary reason that so many workers are incapable of performing to the best of their ability. People tend to underestimate the importance of external factors and overestimate the importance of internal factors as influences on those behaviors† (Baack, 2012). Through the explorationRead MoreMy Source of Motivation1031 Words   |  5 Pagesdifferent sources of motivation that help me to reach my stage for who am I now. The two categories are internal and external motivation. 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