1944 Education Act.
944 Education Act The basic aim of the 1944 Education Act was to give every pupil an equal chance to develop his or her talents and abilities to the full within a free system of state educaiton. The structure of Education in England and Wales was recognised into three stages: > Primary - up to the age of 11. This was subdivided into nursery, infant and junior stages. > Secondary from the age of 11 until 15 (from 1973, 16) > Further/Higher - Education beyond the school leaving age; education by choice. 1+ Test The 1944 Education Act introduced a national test for 11 year olds - the '11 plus' test as a means of allocating children to one of three types of secondary school. The 3 types of secondary school were grammar (for educational elite) technical schools (for the artistic) and secondary modern for everyone else. This became known as the tripartie system. Public (Private) Schools Public schools aimed to develop social character and produce Christian gentlemen who would become the future leaders of society. Public schools placed a great deal of emphasis on leadership and character. Their pupils were fee paying borders who stayed in school to 18 or 19. 988 Education Act The 1988 Education Act established a national curriculum for all state schools in England and Wales and a national system of testing and assesment. It reduced the role of local educational authorities
The 1944 Education Act.
The 1944 Education Act After the 1944 Education Act, intelligence tests formed the basis of the 11-plus examination, used to decide whether a child should proceed to a grammar, secondary modern, or technical school. Within these schools, and in larger primary schools, pupils were also streamed according to ability. The result of this selection was that most working-class children ended up in secondary moderns and most middle class children in grammar schools. To some educationalists this reinforced that intelligence is derived genetically, while to others it indicated that the whole basis of selection was unfair. The nature/nurture debate - of whether it is environmental or hereditary factors (or both) that determine educational and occupational success - continued to be waged. The system of selection at age 11 was challenged by the movement towards comprehensive schools and the abolition of the 11-plus by most local education authorities in the 1960s. In many schools, mixed-ability teaching replaced streaming. This was an attempt to break what was regarded as socially divisive and unfair system of selection which labelled so many working-class children as failures. In 1969, arguments about intelligence and 'race' were sparked off when Jenson published a paper in the USA which claimed that operation Headstart, a compensatory education scheme, had failed to improve the
The Organisation of schooling since 1944
The Organisation of schooling since 1944 The 1944 education act set by the conservative party had the aim to give every pupil the chance to go to school and develop talents within a free system of state education. It started a school system where children had to go to primary school up to the age of 11 and then move to a secondary school till 15. They could then move into further/higher education by choice. The 1944 education act also brought around the Tripartite System. A national test for 11 year olds by which a child's type of ability could be identified was started. Depending on how each child did in this test they would be then sent to a grammar, technical or secondary modern school. Grammar schools were for bright academic children, technical schools were for pupils with an aptitude for technical subjects and secondary modern were for the less academic and more practical pupil. This system of selection fits in with the Conservative ideologies because they believe in individualism and that people must be free to pursue their own interests and goals and to bear the consequences. This relates to the Tripartite System because they believe in selection for schools due to ability. During the 1950's and 60's people started to criticise the divided system and sociologists were concerned about the lack of equal educational opportunity. They were also concerned about the idea
The Cold War began in 1944. Do you agree?
'The Cold War began in 1944'. Do you agree? The Cold War was the period of intense conflict between the United States and the Soviet Union in the decades after the Second World War1. The date the Cold War actually started depends on your reasoning and school of thought. The orthodox school would agree that the Cold War did start in 1944, but the opposing revisionist view is that it started later, although both have strengths. The wartime allies had never seen eye to eye on anything other than defeating the axis powers, and once achieved differed greatly on what to do next. The start of the Cold War is a fine line, and one that is too thin to see clearly. The view that, "the Truman doctrine was the real beginning of the Cold War"2 is too simplistic Therefore, a view must be taken that there are a group of decisions over a period of time that caused the Cold War to start. The orthodox and mainly western view point on the origins of the Cold War supports the argument that the Cold War began in 1944. They argue that the origins of the Cold War can be traced to the USSR's refusal to disarm, the continual use of the veto in the UN, and that Stalin broke many agreements made earlier in the War.3 It was the West's perception of Stalin realising his eastern expansionist dreams that originally caused alarm. The USA and her allies reacted to Soviet aggression, rather than caused
The D-Day Landings, 6th June 1944 Sources Questions
GCSE History Coursework Assignment Two The D-Day Landings, 6th June 1944 Question 1 What can you learn from Sources B and C about Churchill's role in the D-Day landings? From looking at both sources B and C we can infer a few things. Firstly that Winston Churchill was one of, or the main planner of the D-Day landings. From Source B we can infer this because from reading it we notice that Churchill knows a large amount of technical information about the goings on of D-Day. A good example of this is when he says "And the combined employment of land, air, and sea forces in the highest degree of intimacy and in contact with conditions which could not and cannot be fully foreseen". We can infer that Churchill has a main part in planning the D-Day operations by looking at Source C as well. This is because from the cartoon we can clearly see that he is studying maps of France and the rest of Europe and we can also see that he is in deep thought about the subject from the expression on his face and the fact that the smoke from his cigar is forming a question mark. The second thing that we can clearly infer from studying Source C is that the servicemen see him as their leader. We can infer this from the fact that the cartoon servicemen, portrayed as children, call Churchill "Daddy" and are asking him the begging question, "Daddy, when are you taking us on that outing to Europe?"
How does the Cold War develop from 1944-1953?
How does the Cold War Develop from 1944 – 1953? The Cold War in 1944 is at a stage where Germany is on the verge of collapse and World War 2 is in its final stages. At this point, the USSR and USA are allied together through an earlier agreement to unite to fight against Germany. The Soviet Union is lead by Stalin and the Americans lead by President Roosevelt. The Americans are also heavily involved in a war against the Japanese. There are several ways in which the Cold War develops from 1944 to 1953, these include: long term issues between USSR and the USA; the American strategy of containment; conflicting ideologies; differing images in the post-war world; changes in leadership personnel. One can also perceive: the development of globalism; the nuclear arms race; The ‘German Problem’; the rise of Communism in the Far East; European decolonisation, as reasons for the development of the Cold War too. Various events also influence the development of the Cold War, such events include: Yalta and Postdam Conferences; use of the atomic bomb; Truman Doctrine; Marshall Plan; Berlin Blockade; the establishment of NATO; Mao taking over and turning China Communist; Korean War; Stalin’s death. One way in which the Cold War develops between 1944 and 1953 is the clear divide between Soviet and American ideologies. They begin this period as Allies in World War 2 and continue to
Describe and assess the provision of education in Britain since 1944.
Essay: Describe and assess the provision of education in Britain since 1944 Since 1944 Britain has experienced a series of major changes to the structure organisation and content of their education system. There have been 4 main types of schools since this time, which have especially experienced these changes, those which fall into the tripartite system, comprehensive, vocational and private/independent schools. I am going to look at all of these and assess the rest of the changes that have taken place from 1944 onwards. 944 saw the rise of educational importance with the revolutionary education act. This act introduced the concept of meritocracy and was based dominantly on the principle of equality for all. Its main features were: the introduction of pupil education based on 'age, ability and aptitude', education to be in 3 stages: primary, secondary and further this meant that secondary education would be free for all in the future, the starting of raising compulsory schooling age to 15. It also had further provisions such as the LEA's focus on education for the blind, deaf and physically handicapped, the ministers new powers to overrule LEA's decisions and free milk for all. The Tripartite system was a very influential thing to come out of the 1944 act. It was to be based upon a parity of esteem, introducing a wider range of chose and catering for all types of students,
"A Streetcar Named Desire" written in 1944 by Thomas Lanier Williams.
Marco Wu Class 10° ENGLISH ESSAY Throughout the play "A Streetcar Named Desire" written in 1944 by Thomas Lanier Williams, better known as Tennessee Williams; we can meet various social issues such as homosexuality, loneliness, psychiatric illness and the contrast between the New and the Old America. This are all social issues presented during the life of the author. The protagonist of the play have the characteristics of Tennessee Williams' family, Stanley is like his father, the one who decides everything, as a "KING". Meanwhile Blanche is a mix between his sisters Rose who was mentally ill and his mother who had hysterical attacks, and as we know the author of the play was homosexual who consumed his 1rst experience at age of 28 and declaring it openly during an interview, this connects directly to Blanches' husband who was Homo and killed himself. Once William said "Symbols are nothing but the natural speech of drama...the purest language of plays". In the whole play there is hidden meaning; we know that the initial title of the play was "the moth" which represents Blanche a fragile being, in literature the moth is the soul, therefore the entire play is a big allegory that talks about the way to heaven (Elysian Fields) of the soul. So the
How was the education system organized before 1944? What changes were brought in after that date?
How was the education system organized before 1944? What changes were brought in after that date? In this essay I will be talking about how the educational system was organised before the 1944 and what changes were brought in after that date. The 1944 Education act. During and after the Second World War, a debate over society took pace as to what kind of society should follow after the war. In this debate Education became a main topic as people felt that the nation wasn't making use of people's talent, particularly those in lower classes. As these where the people who didn't have enough money to pay for a good education so got left behind. To fix his problem the only way was to change the Education system. The aim of this was to give every pupil an equal chance to develop their abilities to the full within a free system of education. The act decided to reorganize the structure of education into three stages which are . Primary for 5-11year olds 2. Secondary for 11-15 years old 3. Further/Higher education The change was mostly made in the secondary sector as the question "What sort of secondary education would provide equality of educational opportunity for all children from the age of 11?" the response to this was that there was different types of pupils, with different skills and abilities, this could be identified through an intelligence test. On the basis of this,
STALIN, SOVIET POLICY, AND THE CONSOLIDATION OF A COMMUNIST BLOC IN EASTERN EUROPE, 1944-1953
STALIN, SOVIET POLICY, AND THE CONSOLIDATION OF A COMMUNIST BLOC IN EASTERN EUROPE, 1944-1953 Soviet policy in Eastern Europe during the final year and immediate aftermath of World War II had a profound impact on global politics.1 The clash of Soviet and Western objectives in Eastern Europe was submerged for a while after the war, but by March 1946 the former British prime minister Winston Churchill felt compelled to warn in his famous speech at Fulton, Missouri that “an Iron Curtain has descended across the Continent” of Europe. At the time of Churchill’s remarks, the Soviet Union had not yet decisively pushed for the imposition of Communist rule in most of the East European countries. Although Communist officials were already on the ascendance throughout Eastern Europe, non-Communist politicians were still on the scene. By the spring of 1948, however, Communist regimes had gained sway throughout the region. Those regimes aligned themselves with the Soviet Union on all foreign policy matters and embarked on Stalinist transformations of their social, political, and economic systems. Even after a bitter rift emerged between Yugoslavia and the USSR, the other East European countries remained firmly within Moscow’s sphere. By reassessing Soviet aims and concrete actions in Eastern Europe from the mid-1940s through the early 1950s, this essay touches on
