Changes in Education in Britain since 1944 Essay

The rules implemented at teenagers were met with rebellious attitude. The ideological view that the government had built around education was seen to be artificial. The notion that a good education would equip an individual with a good job did not fall through as many teenagers realised.

being rejected by universities because the thing they were good at it in school did not matter. This ethos appeal persuades the audience to believe of the displeasing points Sir Ken Robinson makes and changes their judgment in regards to the public education system as a whole. Moreover, the ethos appeal discussed within this speech does no

The author compares today’s school system to that of the past, which concerned itself with teaching students,

This meant that the schools were all built in the townships near all the people, because the schools were all built so closely to the townships it meant that they could make a policy stating children in the space of 2 miles of the school must go. The reason it was 2 miles was the boundary was because it was safety mechanism, as any further than 2 miles was therefore a safety hazard for many reasons such as weather etc. In the Codd, J., & Openshaw, R. (2005), Bowen (1877) presented a Bill where he believed that making schools free and compulsory kids would have more opportunities and it meant that families were then not taking there kids out of school because they couldn’t afford it, schools could support family finances. So this is why in this section of the act there is an age limit is because schools those days were just primary, so from the ages 7-13 and primary school was free which is why they were able to make primary schooling compulsory because therefore parents were able to afford for their children to go to school. Bowen (1877) states an exemption that was brought up that if you failed a year you had to repeat, this was because there were no truancy officers. Universal education actually only meant Primary Education as secondary schools back then weren’t compulsory, because the fees were so

After the welfare state was introduce in Britain in 1942, William Beveridge, introduced free education for all. It took a few years for the Labour government to bring this into action. In 1944 free education for all was instated. The Education Act (1944) came into action. In this act ‘Butler’ introduced free secondary school education and set the age to leave school at 15. There were 3 different types of school available to children, these were, grammar school, secondary modern school or technical school. To determine which school’s children went to they would have to sit the ’11-plus’ IQ test. The advantages of the Free Education for All, is that it gave all children the opportunity for a further education based on exam results and this would let on to better opportunity for jobs and a better lifestyle.

The 1870 Education Act highlighted inequality in the school system between genders not only in the class room but in the running of schools. This obviously led to a lot of change for the role and status of women in the 1870’s and early 20th century, including creating a political identity, proving women’s ability to work well in politics, and creating an educated generation ready for further radical change.

(AC1, AC2, AC4.2) The tripartite secondary school system was introduced to society following the 1944 Education Act, this act divided schooling into primary and secondary levels whilst increasing the school leaving age to 15. During the same year, however, the secondary level of schooling was further divided into 3 categories - grammar, technical and modern. Prior to this act there was no segregation of schooling in place, known as elementary schooling. Grammar schools were intended to schools based around academia, technical schools were intended to be based around science and technical schooling and modern schools were intended to be consistent with ‘general schooling’ and education. The secondary schools children attended was not down to individual choice but rather an IQ test, the 11+ test. The 11+ test was founded by Cyril Burt on the understanding that intelligence was inherited, there was proof into Burt 's theory and it was identified that girls IQ level was often higher. The test was fixed to minimise the girls scores and allow only 20% to meet the requirements for the grammar schools. However this act was not successful as modern and grammar schools were equal in society and science was taught in grammar schools as opposed to technical schools, thus very few technical schools were instituted. By 1952 predominantly people were in modern schools, followed by grammar and only 5% in technical schools so the system proposed had failed to

Education both influences and reflects the values and aspirations of a society. It is therefore important to recognise a set of common aims, values and purposes that underpin a school curriculum and the work of schools in a range of countries (DfE, 2008). This comparative study will explore the curricula of England and Finland - discussing the history, structure and contents; and consider which of the above are more useful in preparing young adults for life in the modern society. With reference to the modern society, it is important to understand that what makes a society modern is entirely a subjective ideology. This takes into consideration that the views and expectations of one modern society may differ from the views and expectations

How useful are classical sociological accounts for understanding the rise of compulsory education in nineteenth and twentieth century Britain? Discuss with particular reference to Durkheimian and Marxist ideas.

Education has an importance in the world that cannot be matched. By learning new things and applying them to everyday tasks, the world has rapidly advanced over the past century. However, in the beginning of the 20th century, there were not many educational opportunities for the public, but with the help of World War I (WWI), changes were made. Even though there were not immediate impacts after World War I, the war set the stage for the development of education in the United States because women were granted more educational rights, and the government instituted programs to improve overall education.

Efforts to reach this are the provision of schools, with entry on a meritocratic basis. Following the 1944 Education Act in Britain, the removal of fees from secondary schools and the provision of student grants, certain financial barriers to educational attainment were minimised. Whether we measure equality of access fairly is a debateable topic, however there is overwhelming evidence which confirms that social class origins are strongly and clearly implicated in educational success or failure. Halsey, Heath and Ridge (1981), in a study of 8529 males educated in England and Wales, found that a boy who was considered middle class, compared to a boy in working class had fourth more times of attending a public school, eighteen times more chance of attending a minor independent school and twelve times more chance of attending a direct grant school and three times more chance of attending a grammar school (Journal of Social Policy, 1981). So this study heavily implies that the pattern of unequal access to the more prestigious secondary schools remained, despite the post war education reforms ‘the probability of a working-class boy receiving a fair education in the mid-fifties and sixties were very little different from that of his parents’ generation thirty years earlier’ (Halsey,

Bowles and Gintis felt it was important to write this article, because they believe that the politics of education are better understood in terms of the need for social control in an unequal and rapidly changing economic order. This point is illustrated on page 396 when the authors say, “The unequal

Historically and Culturally within Australia, education has been viewed as a right, as previously discussed. Although Australia perpetrates the myth of an egalitarian society, it has been cultivated to conceal the unequal life chances of disadvantaged individuals (Jamrozik, 2009). This is central to the political and cultural differences/conflicts and the bases of knowledge in which our education system is being built upon. Within schools certain students are being labelled

“The period between 1965 and the end of the 1980s witnessed significant developments, not only in the provision of post-primary schooling in Ireland, but also in the way in which schooling was understood.”

“The period between 1965 and the end of the 1980s witnessed significant developments, not only in the provision of post-primary schooling in Ireland, but also in the way in which schooling was understood.”