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.
[...]
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
Research Objectives and Core Themes
This paper aims to outline the historical development of the British school system, tracing its evolution from medieval origins through the implementation of the modern National Curriculum in 1988. The central focus is the shift in state control over educational content, often described as a "pendulum of curricula control" between the government and teaching professionals.
- Historical foundations of British schooling from the medieval period to the 19th century.
- The impact of state intervention and the "Revised Code" of 1862.
- The significance of the 1976 Ruskin Speech and the subsequent "Great Debate."
- Legislative changes leading to the 1988 Education Act and the National Curriculum.
- Structural organization of modern British education, including Key Stages and assessments.
Excerpt from the Book
3.2.1 The Ruskin Speech
In his speech in Ruskin College on October 18th Prime Minister J. Callaghan concentrated on the three main aspects that they criticised in the Education System. The first was a lack of coordination between industry and schools. He explained that he had heard many complaints about young people being quite unprepared for their new tasks. Those who were better trained preferred the academic way.
The other two aspects he mentioned were the informal teaching methods, which had been blamed for the children’s lack of discipline before, and the teachers’ qualification.
He emphasized the duty of education to prepare children for both, life and working life. He recommended the introduction of a core curriculum to ensure the equipment of every child with ‘certain basic knowledge, and skills and reasoning ability’ (Callaghan 1976).
With this speech Callaghan set off the ‘national debate’ (Kotthoff 1994, 96).
Summary of Chapters
1. Introduction: This chapter introduces the scope of the work and establishes the central metaphor of the "pendulum of curricula control" that governs the state's relationship with schools.
2. The beginnings of the British School System: This section covers the early history of education, starting from church-linked grammar schools and endowment schools up to the industrial changes of the 19th century.
2.1 School in medieval times up to the 19th Century: An overview of the role of grammar schools, the 'Seven Liberal Arts', and how the Industrial Revolution limited educational access for the working class.
2.2 The Development of the curriculum in England and Wales: This chapter analyzes the introduction of the "Revised Code" in 1862 and the system of "payment by result," which marked a significant period of state-imposed curriculum control.
3. The modern education system: An examination of the evolution of the British curriculum from the Education Act of 1944 until the late 20th century.
3.1 School in Britain after World War II: Discusses the implementation of the 1944 Education Act, the "Eleven Plus Exams," and the establishment of different secondary school types.
3.2 1976: A turning point: Highlights the shift in 1976 where the Department of Education and Science began to challenge the previously held autonomy of teachers.
3.2.1 The Ruskin Speech: Analyzes J. Callaghan's landmark speech, which focused on the disconnect between industry and education and suggested a core curriculum.
3.2.2 The Great Debate: Details the series of conferences initiated by Shirley Williams in 1976 to discuss the future of the curriculum, teachers' training, and educational standards.
3.3 The Genesis of the curriculum between 1977 and 1988: Describes the period of political maneuvering and the eventual passage of the 1988 Education Act.
3.4 The National Curriculum: Provides an overview of the mandatory National Curriculum, defining its structure, Key Stages, and core subjects.
4. Conclusion: Synthesizes the findings and offers a personal reflection comparing the British system to the German education system.
Keywords
British Education System, National Curriculum, Curricula Control, Ruskin Speech, Great Debate, Education Act 1944, Education Act 1988, Grammar Schools, Key Stages, Payment by Result, Teachers' Autonomy, Industrial Revolution, Department of Education and Science, Secondary Education, Schooling History
Frequently Asked Questions
What is the core subject of this paper?
This work explores the historical development of the British school system, focusing specifically on how the curriculum has evolved and how the government has regulated educational content over the years.
What is the central focus regarding educational policy?
The paper focuses on the struggle for control over the curriculum, described as a "pendulum" that swings between independent teachers and state legislative intervention.
What is the primary goal of the study?
The primary goal is to provide a historical overview and describe the path taken by the British government to institutionalize a standardized, state-controlled curriculum.
Which scientific method is utilized in this paper?
The author uses a historical-analytical approach, reviewing literature and historical documents—such as the "Yellow Book" and various Education Acts—to map the timeline of policy changes.
What is covered in the main section of the paper?
The main section covers the transition from medieval schooling to the 19th-century "Revised Code," post-WWII structural changes, the 1976 political turning point, and the eventual implementation of the 1988 National Curriculum.
Which keywords characterize this work?
Key terms include "National Curriculum," "Teachers' Autonomy," "Ruskin Speech," "Education Act 1988," and "Curricula Control."
What was the significance of the "payment by result" system?
Implemented in 1862, it forced schools to prove their effectiveness through pupil testing and attendance, which resulted in the lowest point of teacher autonomy and negative effects on teaching quality.
Why was the 1976 Ruskin Speech considered a "turning point"?
It marked the first time the Prime Minister publicly criticized the education system's lack of coordination with industrial needs, signaling the end of total teacher autonomy and the beginning of a push for a national, core curriculum.
What are the four Key Stages mentioned in the National Curriculum?
They represent the stages of compulsory education in England, spanning from age five to sixteen, at the end of which pupils are assessed against national standards.
How does the author evaluate the British system at the end of the text?
In the conclusion, the author compares the British system favorably to the German system, noting that the British framework provides more structure and clearer reporting, which the author believes serves students' needs more effectively.
- Citation du texte
- Katharina Grafmüller (Auteur), 2006, The Genesis of the British Education System, Munich, GRIN Verlag, https://www.grin.com/document/122351
