There have been a number of reasons
why well-being and happiness have become topics at the forefront of pupil
policy debate. For example, in the United Kingdom (UK) following reasons can be
identified:
a) Child and adolescent well-being
in the UK has been heavily debated in the media and in academia following the
UNICEF (2007) report ’An Overview of Child Well-being in Rich Countries‘. Based
on this report, children in the UK were at the bottom of the table when 21
industrialised countries were compared in terms of child well-being.
b) High profile media cases of
child abuse have also contributed to the rise of interest. Questions have been
asked about how to develop methodologies and practices that will not only keep
children safe, but promote children’s well-being.
c) The Stiglitz Commission (OECD)
(2009) report “Measurement of Economic Performance and Social Progress” was
published a year after it was commissioned by the President of France, Nicholas
Sarkozy. The report highlighted a need for wider use of well-being indicators
to inform policy design. The UK coalition government announced in its 2010
budget report that the Stiglitz Commission’s agenda will be taken forward
across the UK. A further announcement in
November 2010 was made by UK government stating that it will start to measure
its citizen’s happiness and The UK Office for National Statistic (ONS) has now
developed national well-being measures to do so.
Now we just need to know what
well-being and happiness consist of?
No comments:
Post a Comment