The policy to include SEN pupils in mainstream education has failed to address many of the key issues for these pupils and as such fails to be effective The WritePass Journal

The policy to include SEN pupils in mainstream education has failed to address many of the key issues for these pupils and as such fails to be effective Introduction and Background The policy to include SEN pupils in mainstream education has failed to address many of the key issues for these pupils and as such fails to be effective Introduction and BackgroundAims, Objectives and MethodologyCurrent Theoretical PositionConclusionsReferencesRelated Introduction and Background The broad policy which involves the inclusion of pupils who are considered to have special educational needs (SEN) within mainstream schooling across England and Wales first originated as part of the Warnock Report, 1978 (DES, 1978). However, over the years, several different codes of practice and governmental guidance documents have established strong policies and even legislation which states that it is essential in mainstream schools to provide a learning environment that is suitable for a diverse range of pupils and abilities, including SEN. In accordance with the Education Act 1996, this requirement is a statutory requirement and therefore mainstream schools are bound to have a facility within them to deal with SEN. Despite this, there remains a seeming lack of understanding when it comes to the best practical ways in which these individuals can be managed within the mainstream environment, with a focus primarily being on ensuring that there are school level policies in place in order to facilitate the needs of these individuals, with a particular focus on behavioural concerns. In reality, however, it is suggested here that the handling of SEN pupils in the mainstream environment needs to be much more individualised, so that it can offer valuable guidance to all teachers, not simply those directly involved in the support of SEN pupils (Harden, 2003). One of the immediate difficulties which arise when undertaking this type of research is that of defining what is meant by special educational needs, in the first place. This definition can have a dramatic impact on how the particular school or educational establishment then goes on to actually include such students. For example, there is an argument to be had that a particularly gifted student would potentially have special educational needs. If the concept of a special needs pupil is simply based on the amount of time that is required from the teacher and is based on requirements which go beyond the â€Å"average† student, these types of questions and the influence that they would have on teaching practices, in general, is potentially huge for the development of the success of the inclusion policies, started back in 1978. Aims, Objectives and Methodology The overall aim of the research is to determine whether or not the specific policy and now legislative requirement placed upon mainstream educational establishments to have an agenda in place to include SEN pupils has been effective or not. In order to achieve this, there are several strands to the research which need to come together through the use of an interpretivist approach, recognising that opinions and activities vary, depending on the surrounding circumstances, but with the ability to draw central themes and ideas such that the original statement can be answered. The actual concept of special educational needs will be looked at in terms of how policy defines these pupils with recognition that this definition will have an impact on the way in which the students are to be supported under the general inclusion of these students within mainstream education. Inclusion is a critical factor in this regard and this is also one of the strands of the research, which requires a larger amount of attention. By stating that the policy aims to include SEN pupils, it is impossible to determine whether the policies are proving successful or not, without considering what precisely is meant by inclusion and whether it is judged, based on educational achievement, or whether it is based on some softer issues such as social inclusion. Taking an interpretivist research approach to this paper, the aim is to establish more specifically whether inclusion in mainstream education can impact on particular individuals with special needs, with the recognition that the impact will naturally vary, depending on the surrounding circumstances and it may also vary from school to school and classroom to classroom. The research question here has expanded the issue of inclusion within mainstream school by taking on an interpretive paradigm as it is thought that, in order to gain a greater understanding of the various factors that may ultimately impact on the practical application of the policies being produced. From an ontological point of view, the research will establish an understanding of the nature of the area of special educational needs and how these pupils could potentially be integrated into mainstream education. The research will, therefore, focus largely on how special educational needs are defined and the practical ways in which the policies deal with the requirement, in order to add value to this research area. The secondary stage of the research takes a more epistemological perspective and looks at the nature of the knowledge that has been established and whether there are fundamental flaws in the approach which has been taken, so as to question whether some of the known factors remain valid. Consideration will also be given as to whether a different form of reality within the area of special educational needs should be established. The area of SEN within mainstream education is, potentially, relatively complex and it is therefore necessary to take a balanced approach between questioning current policies and looking at the foundations behind them and looking towards the future of how these policies could be shifted or applied, in order to achieve the underlying aim of genuine inclusion at every level. Current Theoretical Position The area of educational needs and the treatment of those with special educational needs have gained considerable attention from both academics and professionals, particularly since the government created a formal policy to demand greater inclusion within mainstream education. As noted during the introduction, there is now a statutory requirement on mainstream schools to ensure that they have suitable methods of provision for including SEN pupils within their organisation and this has created a large body of information and research as to how this has been implemented and whether or not it has been effective. As part of the â€Å"general statement on inclusion† in Curriculum 2000 (QCA, 2000), some general principles of inclusion were established which argue that, if these principles of inclusion were suitably pursued, the general policies relating to the effectiveness of SEN inclusion would be achieved. The three areas included: setting suitable learning challenges; responding to the learning needs of individuals who are often very diverse; and thirdly, recognising and putting in place processes to overcome any potential barriers (Wang and Algozzine 2008). Previous research in this area has, however, typically fallen into specific areas, namely the way in which mainstream educational establishments can provide an appropriate response to any behavioural concerns and behavioural issues within their school, as a result of the inclusion of SEN pupils (Harden, 2003). Research has also been relatively extensive when it comes to determining the impact that this additional support can have on participation and inclusion, e.g. the role of the assistant teachers. Finally, there is also a body of research which has looked at the approaches taken at school level to manage a variety of different communities which may be around them. However, whilst this point of view clearly offers valuable information as to how inclusion is achieved, it is argued here that a somewhat limited view has been taken by the existing literature in this area (Dyson et al., 2002). Inclusion in itself needs to be questioned and there is a large volume of research which has looked specifically at whether or not inclusion should automatically be viewed as a positive aspect of these types of social policies. For example, Oliver (1996) argues that inclusion is, in fact, an automatic right for all children with any form of special educational needs, regardless of the extent of the need or the personal reasoning for each individual. Other researchers have taken a different approach and have failed to take on board the underlying assumption that inclusion is a positive aspect, in all cases. For example, Smelter et al. (1994) argues that placing an individual within mainstream education may not always be the best approach for that individual. Therefore, the focus needs to shift towards establishing policies where the underlying aim is to provide the best possible educational environment for each individual. This would automatically mean that some pupils would not neces sarily be focused upon in terms of gaining inclusion within mainstream education, but rather the policy setters would be looking at the broader issues of educating SEN pupils in such a way that they gained the best overall results and this may require a different educational approach to be taken. The perceptions of both teachers and teaching assistants in the area of inclusion of SEN pupils are also a crucial factor and has gained some attention, in recent years. For example, the way in which support provisions are provided is in itself potentially a vitally important research area. According to the SERC Report in 1993, approximately 8,000 SEN pupils were found to be educated in mainstream classes, within primary school education. However, only 50% of these pupils were receiving additional support which was primarily focused on learning and remedial support, rather than social needs. The way in which additional support interacts with the mainstream educational establishment is arguably a crucial aspect of this research. The research, therefore, takes an interpretivist approach which recognises that the effectiveness of inclusion may depend on whether or not the support structure is in place for effectively filling the gaps that would prevent an SEN pupil from struggling with being involved in mainstream education. It also looks at the underlying policies for achieving inclusion in mainstream education, and how these needs should to be accommodated within mainstream education, looking at the practical approaches taken when it comes to providing specific support that is tailored for each individual. Due to statutory requirements, it is taken as a given that inclusion is the ultimate target, yet research in this area has looked primarily at how precisely this should be achieved. INTO (2000). For example, research has looked at how SEN pupils should be accommodated within mainstream education, so that these pupils remain within the mainstream education establishment, but are required to attend special c lasses to assist with their specific area of difficulty. This focus is primarily aimed at establishing the resource needs of teachers who are providing support for special educational needs; however, it also gives a strong indication of how these SEN pupils can be accommodated within mainstream education, but can also have their own needs met through the use of special classes, where appropriate (Norwich and Lewis, 2001). The increasing need to provide teachers and resources to support inclusion in mainstream education is justifiably one of the key areas of literature that has previously been established within the area of special educational needs, as the current situation seems to suggest that the need to achieve inclusion within mainstream education is a given. However, the real difficulty comes when it is necessary to this area is how to implement inclusion in the most appropriate way. It could be argued for example, that inclusion is potentially beneficial, provided it is suitably resourced and supported, so as not to be the detriment of any pupil, whether they are SEN pupils themselves or, indeed, others within their peer group. Conclusions Even a cursory glance at issue of including SEN pupils within mainstream education indicates a much broader range of factors and issues which need to be considered when looking to implement such a policy. Statutory requirements for inclusion are already part of this system within the UK. Therefore, the chosen area of research is to look at how effective these policies have been, while also questioning whether indeed setting policies is the appropriate way of providing the best educational background for all pupils. The research will also look at ways in which these policies should be practically applied and the types of resources that need to be made available in order to support the inclusion of SEN pupils within mainstream education. By taking a rounded view of the issue of SEN pupils within mainstream education and even questioning the foundation of the original policy, a stronger understanding of the various different factors can be had. These finding should help prevent mainstre am schools from becoming too focused on practical issues such as achieving educational results, but also recognising that issues such as social inclusion are likely to be of considerable concern, when it comes to the overall picture of achieving inclusion within mainstream education. References Department of Education and Science (DES) (1978) Special Educational Needs, Report of the Enquiry into the Education of Handicapped Children and Young People (Warnock Report). London: HMSO. Department for Education and Employment (DfEE) (1998) Meeting Special Educational Needs: A Programme of Action. London: DfEE. Department for Education and Employment (DfEE) (2001) Code of Practice for Special Educational Needs. London: DfEE. Harden A (2003) Supporting pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools: a systematic research of recent research evidence of strategy effectiveness (1999–2002). In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education Howes A, Farrell P, Kaplan I, Moss S (2003) The impact of paid adult support on the participation and learning of pupils in mainstream schools. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education. INTO (1997) The Visiting Teacher Service for Special Needs, INTO Report. Norwich B, Lewis A (2001) Mapping a pedagogy for SEN. British Educational Research Journal 27: 313–330. QCA (2000) General Statement for Inclusion in Curriculum 2000. London: QCA. Roaf C, Bines H (1989) Needs, rights and opportunities in special education. In: Roaf C, Bines H (eds) Needs, Rights and Opportunities: Developing Approaches in Special Education. London: Falmer Sebba J, Sachdev, D (1997) What Works in Inclusive Education. Basingstoke: Barnados Wang C, and Algozzine B (2008) Effects of targeted intervention on early literacy skills of at-risk students. Journal of Research in Childhood Education 22: 425-439.

Naram-Sin - The King of the Akkad Dynasty

Naram-Sin - The King of the Akkad Dynasty Naram-Sin (2254-18) was the grandson of Sargon, founder of the Akkad Dynasty [see 1st Empire] that was headquartered in Akkad, a city somewhere in northern Babylonia. While Sargon called himself King of Kish, military leader Naram-Sin was King of the four corners (of the universe) and a living god. This status was an innovation that is recorded in an inscription that says the deification was at the request of the citizens, possibly because of a series of military victories. A victory stele now at the Louvre shows a larger than normal, divinely horned-helmeted Naram-Sin. Naram-Sin expanded the territory of Akkad, improved administration by standardizing accounting, and increased the religious prominence of Akkad by installing several daughters as high priestesses of the important cults in Babylonian cities. His campaigns seem to have been waged mostly in western Iran and northern Syria, where a monument was built at modern Tell Brak made of bricks stamped with Naram-Sins name. Naram-Sins daughter Taram-Agade appears to have been married to a Syrian king for diplomatic reasons. Source: A History of the Near East ca. 3000-323 B.C., by Marc Van De Mieroop. Go to other Ancient / Classical History Glossary pages beginning with the letter a | b | c | d | e | f | g | h | i | j | k | l | m | n | o | p | q | r | s | t | u | v | wxyz Also Known As: Naram-Suen Alternate Spellings: NarÄ m-Sà ®n, Naram-Sin

Compare and Contrast Popular Culture LIterature Term Paper

Compare and Contrast Popular Culture LIterature - Term Paper Example Does one transcend the mind in that fraction of a second when the decision is made? Perhaps yes! In that eventuality, the decision is bound to be faultless. The source of that decision is made in the brilliant flash of inner light. Gladwell writes, â€Å"The first task of Blink is to convince you of a simple fact: decisions made very quickly can be every bit as good as decisions made cautiously and deliberately† (p.14). The word ‘very quickly’ has the element of divine aura about it, and does not contain the element of haste. The level of spiritual progression of those who are brilliant decision makers is far more than those who are consistently inept. The process of the best decisions is to be experienced by the decision maker and it cannot be explained in words. As with his writing technique, Gladwell supports his each contention with allegories and real-life case studies. He gives the example of a psychologist, a tennis coach and the art wizards who recognize t he fake at a glance. He also admits about the failures of â€Å"blink†. Like an ardent supporter of Popular Culture the author argues â€Å"We live in a world that assumes that the quality of a decision is directly related to the time and effort that went into making it† (p.13). ... 2. Outliers: The Story of Success Though the ardent worshippers of Popular Culture are aware of the importance of chance and circumstances in the life of an individual, they finally vote for an individual who succeeds in life in terms of monetary accomplishments. The society salutes the achiever. Big ideas are hidden in the ordinary life of an individual and what is required is to locate and present them before the public well in time. An individual has to notice the talent within him first, before it is being noticed by others. With the spread of Popular Culture, the importance of behavioral science has increased and Malcolm Gladwell is on the right spot to cash this opportunity. 1990s has been the ideal period for experimentation with his new style in literature. About the book â€Å"Outliers: The Story of Success† Malcolm Gladwell (2011) writes â€Å"This is a book about outliers, about men and women who do things that are out of the ordinary. Over the course of the chapte rs ahead, I’m going to introduce to you to one kind of outlier after another: to geniuses, business tycoons, rock stars, and software programmers† (p.17). He sums up his argument thus: â€Å"Nor is success simply the sum of the decisions and efforts we make on our own behalf. It is, rather, a gift. Outliers are those who have been given opportunities-- and who have had the strength and presence of mind to seize them† (p.267). If one understands this principle in its correct spirit, many of the problems in life will be no more problems, they will be the milestones in the path of success. Success stories are like the champagne to the combustible younger generation who are the admirers of the Popular Culture. Gladwell provides a new perspective about the

Responses To Post Of Students Essay Example | Topics and Well Written Essays - 1500 words

Responses To Post Of Students - Essay Example Even if the questions are well formulated, where D&I fails in an organization, the people who should provide the most relevant information, those minority members most affected by discrimination, would not be expected to candidly divulge their true sentiments or reactions in the survey or interview. There is a compulsion to outwardly conform to the majority expectation in order to keep one's job, although what they feel and think is contrary to what they express. Only when D&I is effective and the underrepresented can feel free to express their honest opinions can such a survey be considered reliable. The situation, therefore, yields a reverse outcome that follows a convoluted logic – that is, where the results show negative comments on D&I effectiveness can it be said that D&I has actually been effective.The post does not say, however, what these baseline measures pertain to – whether it refers to increase in job satisfaction, added productivity, reduced operating cost , and so forth. The selection of appropriate measurements becomes more challenging when one considers that most of these attributes are normally and more significantly influenced by factors other than diversity and inclusion. For instance, increased manpower cost is typically related to rising salaries and wages. Much of the elements in diversity and inclusion efforts defy quantification, because of the difficulty of isolating the impact of specific measures, and the complete absence of a measurable component.

HRM practice in small-medium enterprises (SMEs) Essay Example for Free

HRM practice in small-medium enterprises (SMEs) Essay Introduction The article analyzes the way of HRM practice in small-medium enterprises(SMEs) and the reason why it is important element for SMEs. Over the past years, small-medium enterprises play an increasingly significant role in European economy. It is mainly because European countries including UK have large amount of SMEs but with small scale of big enterprises. However, HRM, as an important part of a company, is utilized in tremendous different ways between large and SMEs firms. SMEs are reluctant to use HRM when considering high cost and time. This situation brings a lot of issues. Unfortunately, very few of the research for HRM in SMEs have been published till now(Domingo Ribeiro Soriano,et all,2011) .For example, according to the US academic journals from 1988 to 1998, more than 207 papers had been written about HR recruiting ,etc. However, just 7 of the articles mentioned about SMEs in Journal of Applied Psychology, Academic of Management Review and Personnel Psychology;. For these reasons,it is important to investigate the study of HRM in SMEs. Negative and positive arguments about HRM practice in SMEs Large amount of Debates about the efficiency of HRM in SMEs are illustrated in the earlier studies. Small business see few advantages of HRM when comparing to the large firms(Akroyd1995,adapted by Cassell.C et all,2002 ).Especially in the training ,Storey and Westhead described that the employees in the SMEs have few chances to get involved in structured training. (1997,adapted by Cassell.C et all, 2002) .After conducting several cases, Holiday also mentioned that training is not utilized well in SMEs(1995,adapted by Cassell.C et all, 2002). Cassell.C, et all(2002)did both interviews and telephone survey to a number of SMEs, and conclude that HRM practices especially selection and training process are transferring to other department in informal ways. They also found that 53% of SMEs that they investigated in recruited their employees via relatives or friend’s recommendation. It means HRM is not very formal in SMEs. In another word, HRM in SMEs are full of different issues. Bu t according to the following  study HRM indeed bring some benefit to companies. In1995 Leicestershire, and Storey (adapted by Cassell.C et all, 2002)did a study which comparing the difference between traditional HRM and new practices among the large and small companies. The result of 15 cases implied that although the initiative of every employee in large companies has more opportunities to be enabled, it is more sustainable process in small-medium firms. In my opinion, SMEs might be developing better when they employ formal HRM practices. For example, during the study of HRM of SMEs,Williamson, Cable, Aldrich, (2002,adapted by Patel, C. P, et all, 2010) found that that SMEs can be more competitive and legitimated with formal HRM activities since it helps firms attract more high quality employees. HRM can also create harmonious group culture, highlighting the relationship between employers and companies. (Cameron Quinn, 1999,adapted by PATEL, C.2010). Data analyze In order to explore whether it is beneficial for companies when they use formal HRM practices, I conclude the research which was done by PATEL, C. P et all(2010).They did a research to discover the relationship between HRM and company productivity. In this study, high group culture means that a strong team works and effective working environment, which is usually created by strong HRM.) That it surveyed 145 firms and 6 industries including different size of firms. The correlation can be described by the following charts.Chart1 suggests: under high group culture, companies increase the use of HRM when market competition increase; Product market competition (chart 1,adapted by PATEL,C.P,andS. CARDON,S.M ) HRM intensity (chart 2, adapted by PATEL, C. P,and S. CARDON,S.M ) Under high group culture, Chart2 indicated that HRM intensity can enhance the labor productivity To sum up, when the market is in the growing competition, HRM can boost the labor productivity. It also implied that the firms should keep the high group culture environment in order to keep the effectiveness of HRM. High group culture is from strong HRM practices. In my opinion from the data analyze, when HRM is utilized in SMEs in formal ways ,it might bring significant benefit to company. As Walsh and  Whites (1981) point out same idea as well. They suggest that same regulation of HRM should be utilized among those companies but small scale in SMEs. Author opinion As far as my consideration, HRM is a very important part for SMEs. The reason can be explained by following aspects. Firstly, Many SMEs firms in UK have informal HRM activities rather than totally absence (Culley et all, 1998, adapted by Cassell.C, et all, 2002).However, the way SMEs conduct these kind of practice reduce its’ actual benefit. For example, if recruiting and training procedure are not completed by the HR, other department need to expense time and cost to implement those processes. Consequently, it divides the cost of HR department into other team. In fact, it increases the cost of companies in long term prospective. Therefore, SMEs may increase benefit if they employ formal HRM practices from long prospective. Secondly,According to the charts (12), HRM has vital influence on labor productivity when fierce competition appears. On one hand, HRM is important element when company goes through high level of competitive market. SMEs must employ HRM if they want to survive in long term .On the other hand, strong group culture which is built by HR department can reinforce HRM to effect labor productivity (PATEL, C. P,and S. CARDON,S.M,2010).As a consequence , HRM should be develop in correct way so that the company can built adequate group culture, thereby enhance the labor productivity especially in competitive market. Thirdly, it is important to look at the economy situation in UK. UK holds a large amount of SMEs with small scale of large company. It suggests that economic contribution of SMEs play important role in the country. From general perspective, when well-establishing and formal HRM is employed by SMEs, it will have big effect on the GDP of UK. As Cassell.C, Nadin.S, Gray.M, Clegg.C concluded in their research in 2002, HRM indeed exist in small business and small multiples. Although the structure of both firms is informal, human resource management brought obvious effective effort to the firm. From this study, we can imply that SMEs will grow stronger if they utilize more formal HRM in long term. Consequently, high level of HRM practice improves the effectiveness of companies. Conclusion My study suggest that HRM practices play very important roles in SMEs not only because it can create group culture and enhance the effectiveness of the group development, but also can protect firms from fierce competition. Moreover, HRM can increase the benefit of companies in long terms. But there is also some problem of HRM practices. Due to a lack of experience and information, majority of SMEs have no energy to take formal HRM. Whether this situation can be solved still need further study in UK. It depends on the companies themselves. Although I argued that SMEs should emphasize HRM practices in long term development, a lot of SMEs pursue short-time benefit and they may not consider HRM benefit. The research about how do the companies increase the use of formal HRM but not reduce the short-term benefit is needed to be discovering in the future. Hence, the different situations decide whether small-medium companies employ formal HRM. Reference Cassell.C, Nadin.S, Gray.M,Clegg.C,(2002):Exploring human resource management practices in small and medium sized enterprises, Personnel Review,Vol.31 No.6,pp:671-692 Domingo Ribeiro Soriano*and Ma. à ngeles Montoro†Sà ¡nchez,(2011)â€Å"Introduction: Contributions of Human Resource Management to the Challenges faced by Small† and Medium†Sized Enterprises in the Global Environment†, Canadian Journal of Administrative Sciences, Vol.28: P119–121 PATEL, C. P,and S. CARDON,S.M,2010, â€Å"Adopting HRM Practices And Their Effectiveness In Small Firms Facing Product Market Competition†, Human Resource Management, March–April 2010, Vol. 49, No. 2, Pp. 265– 290

Seamus Heaneys Background and Poetry Essay -- Seamus Heaney Poets Poe

Seamus Heaney's Background and Poetry Seamus Heaney had a Roman Catholic upbringing in a rural area of Northern Ireland. How does his poetry reflect his background? Heaney's poetry is able to reflect his background by his use of language and the technique he expresses his experiences. I will cover his background into three sections: his childhood, the community and his reflections. I will start by looking at his feelings and experiences in the poem 'Death of a Naturalist'. The poet remembers the time when he was a young child. He saw the reality of what frogs were really like in the outdoors compared to what was taught in school. In school, the frogs are described like a typical teacher talking to young pupils. It is very patronising and cosy hiding the fact that they are 'rank', off-putting and sickening in certain ways. For e.g. "the dam gross-bellied frogs were cocked" and " Poised like mud grenades, their blunt heads farting". They are described as being like grenades due to their size, shape, colour and the "scary" croaking noises that the creature makes. It was a new experience for him for he had not heard the noises before," to a coarse croaking that I had not heard before". He did not feel in the right situation and it was like he had never felt like that before. During his experience, he felt insecure, anxious and self-doubting. He puts himself down for he blames himself for the "obscene threats" the frogs were giving him. His use of language is able to quickly adjust the mood from a pleasant school setting to a horrid, smelly and repellent atmosphere. Heaney understood the straightforward and simplistic teachings at school but is bewildered and scared when he approaches the frogs. The po... ... fascinated by her he knows he shouldn't be because she has done wrong. Even though he feels so deeply of this girl he realises how foolish he was by letting them carry on with the punishment; "I who stood dumb". In some cases Heaney is able to use oxymoron in order to describe how society can be a catastrophe at times. He uses the descriptive words "civilized outrage" to show this. He puts two opposite words together to form a different meaning. Hence the word "civilize" and "outrage". Heaney has experienced many tragedies in his life from "Mid Term Break" to "Punishment". He clarifies this using his own expertise of writing to create descriptive poems like these. What must be said about him is how he is talented enough to deliver what is suppose to be delivered, very effectively in order for a reader like me to have such an impact on what is said.

Research report

Group has evolved as important Bloc in the world. As the BRICKS nations have distinguished from other emerging markets by their economic and demographic potential to rank among the world's largest and most influential economies in the 21 SST Century. China and India are the major contributors of the growth not only in the BRICKS group but also In the World. Over the past two decades the trend has been clearly suggesting the rise of the two countries as growth engines.Throughout the article we will try and understand the major factors that undistributed to the growth of the China In comparison to BRIM nations. And also we will analyses the current challenges ahead for both China. Whether China will be able to hold up this momentum In future Is most difficult question to be answered. Even though many World organizations are ranking China as the leading Economic power of world and India among top 3 most developed nations of the world by 2050. GAP of the BRICKS nations is on the rise whe n looked over the past two decades clearly suggests that the GAP growth in absolute terms is on the rise.The chart below has en generated by converting the local Currencies in to Current US Dollars. (Ignoring the Currency changes for easy comparison) GAP Growth rate of China has been on the top throughout the two decades and it has sustained the growth consistently. Let us look at the Factors responsible for the Growth of China Beginning with China the main Factors responsible for the China's Growth are High Productivity of Labor and 2. Investments of both by the Government and Private Sector.The export and manufacturing sectors are key drivers of China's economy. The Workforce of china has been very productive and according to Study done by one f reputed Management Institute it was that China's Labor force was 18% more productive than American labor force. It was also found that there Is still more scope for Improvement in Productivity for Chinese Labor. With Productive labor and n ew skills being imparted by the large number of Universities, more number of people are to Join the current Labor market with advanced skills.There Is more likely chance that the labor will be available at optimum price levels as gone are the days as China was considered for cheap manpower. Investments and the Total savings to GAP of Chinese are highest In the BRIM nations. They are at record levels of around 48%, one of the highest among the world. With this amount of Savings going In to the Investments Is a very good plus to a nation, which Is making China an Investment driven economy.There Is a significant role of Investments in China's economic growth story as foreign Direct Investments started Infrastructure which again helped to raise their output levels further. Over the last decade Chinese Government budget is in the surplus except in 2009, when Chinese government had to provide for Stimulus as western world was in grip of Financial Crisis. The Surplus of Chinese Government budget is helping them to procure advanced Technology, oil assets in African Continent and Sovereign funds.Again China tops the BRICKS nations in growth of Exports. China has transformed itself in to manufacturing hub of the world. Its global export share has skyrocketed from just 1. 9 per cent in 1990 to 11. 5 per cent now, finally reaching parity with its global GAP share. Recent slump in Chinese exports can be seen in chart which is attributed to the weak demand in both US and European countries which are China's major export markets. Weak demand in the western countries is due to slow down of the economies due to recent financial crisis.This can be a temporary trend as once US and European Economies pick up there will be greater demand for Chinese exports. China has maintained competitive edge over the world with its large cheap labor force which was productive, cheap raw materials, low power costs with sophisticated Infrastructure and Technology. But few Analysts predict Chines e competitiveness is no longer due to 1. Rising labor wages, owing to a stunning 66-per-cent increase in wages since 2008. 2. China has kept the Credit rates very low helping easy debt financing for manufacturers and exporters.With rising inflation and bad loans crept in to the system, Chinese government has to act swiftly to clean financial sector. This may have an adverse effect in near term. Conclusion: Though facing with near term challenges China is well poised to take on the challenges in a better way and Chinese growth story will remain intact. Till now China's growth was supported by Exports. Now China transformed itself in to a Factory of the world with large number of workforce adding to already workforce.As per estimates these working class will have 40% of china's population as Middle Class by 2020. This middle class with raising aspirations and spending will spur the demand. In near term China will see a lot of Domestic demand spurred by consumption of this middle class . Till recent times China's Economy which was spurred by Manufacturing and Exports sector will also have Consumption driven economy demanding services and goods. This will contain the current levels of the GAP growth rates. Hence I will definitely buy in to the China's sustained growth story in long term.