With this piece of work I want to explain the British School System. I will start with
a brief overview on the history of British schools from the medieval times and then
show the development of the modern education System from World War II until
now.
Talking of the development of the British Education System terms like ‘pendulum of
curricula control’ are often used as the state’s control on the school curriculum grew
and shrunk over the period from 1862 until 1988. I will try to describe the course
that this ‘pendulum’ took.
[...]
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. The beginnings of the British School System
- 2.1 School in medieval times up to the 19th Century
- 2.2 The Development of the curriculum in England and Wales
- 3. The modern education system
- 3.1 School in Britain after World War II
- 3.2 1976: A turning point
- 3.2.1 The Ruskin Speech
- 3.2.2 The Great Debate
- 3.3 The Genesis of the curriculum between 1977 and 1988
- 3.4 The National Curriculum
- 4. Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to explain the development of the British education system, tracing its history from medieval times to the implementation of the National Curriculum in 1988. The analysis focuses on the evolution of the curriculum and the fluctuating level of state control.
- Historical development of the British education system
- Evolution of the school curriculum in England and Wales
- The role of state control in shaping the curriculum
- The impact of social and economic factors on education
- Key turning points and reforms in British education
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This introductory chapter sets the stage for the paper, outlining the author's intention to explore the British school system's history, from its medieval origins to its modern form. It foreshadows the examination of the "pendulum of curricula control," illustrating the shifting balance of power between the state and schools in shaping the curriculum from 1862 to 1988.
2. The beginnings of the British School System: This chapter details the early development of education in Great Britain, focusing on the period from medieval times to 1862, a pivotal year marking the state's initial significant intervention in education. It covers the emergence of grammar schools, endowment schools, and the challenges posed by the Industrial Revolution, which significantly limited access to education for working-class children. The chapter highlights the initial attempts at child labor legislation and sets the context for the later discussion of curriculum control.
2.1 School in medieval times up to the 19th Century: This sub-chapter, incorporated into the overarching Chapter 2 summary, examines the early forms of education in England and Wales, beginning with grammar schools affiliated with the church and focusing on the teaching of Latin and religion. The chapter discusses the role of endowment schools funded by wealthy patrons and illustrates the extremely limited access to schooling in the medieval and early modern periods, contrasting the small number of available schools with the significant population size. It also explains how the Industrial Revolution exacerbated educational inequalities, making children valuable and cheap labor in factories and mines.
2.2 The Development of the curriculum in England and Wales: This sub-chapter, also part of the overarching Chapter 2 summary, analyzes the curriculum's development, starting with the 1861 Royal Commission report highlighting deficiencies in essential skills like reading, writing, and arithmetic. The implementation of the "Revised Code" in 1862, with its "payment by result" system, is critically examined. This system, which focused on testing basic skills and linked funding to test results, is shown to have had significant negative consequences, such as increased stress for students and teachers, compromised standards, and even reports of falsified data. The chapter contrasts this with Matthew Arnold's criticism and subsequent reforms that sought to address these issues.
3. The modern education system: This chapter lays out the evolution of the British curriculum from the 1944 Education Act to 1988, when the National Curriculum was introduced. It serves as a bridge between the historical overview and the specific analysis of the National Curriculum, highlighting the introduction of compulsory education up to age 15 and the eleven-plus exams that determined secondary school placement.
3.1 School in Britain after World War II: This sub-chapter, integrated into the overarching Chapter 3 summary, describes the post-World War II education system, focusing on the introduction of compulsory schooling up to age 15, the implementation of the "eleven-plus" exam, and the subsequent transition to secondary education. The chapter touches on the reforms regarding comprehensive schools and the absence of significant curriculum developments during the late 1940s and early 1950s.
Schlüsselwörter (Keywords)
British education system, curriculum development, state control, historical overview, medieval schools, Industrial Revolution, 1944 Education Act, National Curriculum, "payment by result," eleven-plus exams, comprehensive schools.
Frequently Asked Questions: A History of the British Education System
What is the overall focus of this document?
This document provides a comprehensive overview of the development of the British education system, tracing its history from medieval times to the implementation of the National Curriculum in 1988. It analyzes the evolution of the curriculum, the role of state control, and the impact of social and economic factors.
What time periods are covered in this historical overview?
The document covers a broad historical span, starting from medieval times and extending to 1988, encompassing key periods like the Industrial Revolution, post-World War II era, and the introduction of the National Curriculum.
What are the key themes explored in the document?
Key themes include the historical development of the British education system, the evolution of the school curriculum in England and Wales, the role of state control in shaping the curriculum, the impact of social and economic factors on education, and key turning points and reforms.
What are the main chapters and their respective focuses?
The document is structured into four main chapters. Chapter 1 provides an introduction. Chapter 2 delves into the beginnings of the British school system, covering medieval times up to the 19th century, including the development of the curriculum in England and Wales. Chapter 3 examines the modern education system, from post-World War II to the introduction of the National Curriculum in 1988. Chapter 4 offers a conclusion.
What specific historical events or legislation are discussed?
Significant events and legislation discussed include the 1861 Royal Commission report, the "Revised Code" of 1862 (with its "payment by result" system), the 1944 Education Act, the introduction of the "eleven-plus" exams, and the implementation of the National Curriculum in 1988. The Ruskin Speech and the Great Debate of 1976 are also mentioned as pivotal moments.
What is the significance of the "payment by result" system?
The "payment by result" system, implemented as part of the 1862 "Revised Code," linked school funding to student performance on basic skills tests. While intended to improve standards, it is criticized for causing increased stress, compromising educational quality, and even leading to data falsification.
What role did the Industrial Revolution play in shaping the British education system?
The Industrial Revolution significantly limited access to education for working-class children, as child labor became prevalent in factories and mines. This exacerbated existing educational inequalities.
What is the significance of the 1944 Education Act?
The 1944 Education Act introduced compulsory schooling up to age 15 and the "eleven-plus" exam, which determined secondary school placement.
What are the key takeaways regarding the evolution of the curriculum?
The document highlights the fluctuating level of state control over the curriculum, tracing its development from minimal state intervention in earlier periods to the more centralized control seen with the National Curriculum. It emphasizes the interplay between state policies, social factors, and the educational needs of the population.
What keywords best describe the content of this document?
Keywords include: British education system, curriculum development, state control, historical overview, medieval schools, Industrial Revolution, 1944 Education Act, National Curriculum, "payment by result," eleven-plus exams, comprehensive schools.
- Citation du texte
- Katharina Grafmüller (Auteur), 2006, The Genesis of the British Education System, Munich, GRIN Verlag, https://www.grin.com/document/122351
