Describe and assess the provision of education in Britain since 1944.

University Degree Education and Teaching

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.

1944 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, offering a separate but equal education. It consisted of 3 new types of schools. Grammar schools were created for the academically able and focused on the attainment of GCE’s, technical schools offered practical skills for the more vocationally skilled students and secondary moderns offered a non-academic general education.

However, this system did not offer the equality of opportunity that it was said to have and pupils didn’t have a fair chance to reach their potential in this new free system.

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However, this system did not offer the equality of opportunity that it was said to have and pupils didn’t have a fair chance to reach their potential in this new free system.

In practice there were few technical schools, less than 5 % of the population attended them, which meant that the system was more ‘bipartite’ than ‘tripartite.’ Grammar schools admitted students on the bases of intelligence exams sat at 11. These tests were said to favour middle class kids who were thought to have an advantage due to their home background, parental encouragement etc. This was reinforced by the fact that middle class kids made up most of the 20% of the entire population who attended the schools. Grammar schools were also better equipped than secondary moderns in both teachers and equipment because of this they received a higher status than the rest thus further. Secondary moderns were the schools for masses. They were overloaded with kids, ill equipped and were completely inadequate when it came to offering qualifications they were therefore stigmatised as failing.

These obvious differences in the standards of the schools completely contradicted the parity of esteem. It was concluded that the apparent ‘,equality of opportunity’ was ruined by the unfair placing of students, which was heavily dependent upon class and gender and the inadequate distribution of money.

In 1950 the tripartite system was deemed a failure.

During the time of the tripartite system independent/ private schools were also predominant, as they had been since the middle ages. Private schools charge fees and aim to provide an alternative to state education for those who can afford it. They are able to do this by maintaining high statuses and standards, this enables them to be very well equipped with highly qualified teachers and equipment. Because of their status in society they have very close links with top universities and are also well established when it comes to highly paid jobs, especially in the civil service.

Private schooling goes completely against the parity of esteem as it is only the most affluent who can afford to go, students who go to private schools occupy a large number of university places thus making it harder for those in state schooling to get into them. Private schools are seen, by some, to be perpetuating privilege, as class ridden as motivated snobbery and as a means to give some a head start in live at the expense of others.

The high standards of education and maintenance of the class system will make sure that private schooling will always have a place in this society.

1964 saw the growth and reorganisation of ‘non- selective’ or comprehensive schools, which had been growing ever since the failure of the tripartite system. The Labour gov invested large quantities of money into the state schools in order to educate equally and promote social justice and tolerance. They were schools based on 3 main advantages: economic; they saved money in the building so were able to allow for a greater range of subjects and facilities, educational; they weren’t based on selection so offered greater opportunities and social; they would break down class divisions and allow mixing of social classes both teachers and students. There were many criticisms of comprehensive schooling however, a lot came down to the lack of funding. Class size and therefore anonymity were a big factor also lack of equipment, these lead to low qualification grades and general standards and statuses of education. Other factors such as the ‘loss of the upward mobility route’ and the ‘ loss of fine academic school tradition’ with grammar schools, were noted.

On the whole, however, the comprehensive schooling system is by for the nearest to reach the parity of esteem that is eagerly wanted by some.

In 1967 Educational priority areas were set up in poverty stricken areas, in the U.K. These areas received more cash and qualified teachers, this was known as compensatory education. It was abandoned in the 70’s however, after it was concluded that it had shown little signs of success and change.

1972 saw the compulsory leaving age of secondary education raised to 16 and therefore forced students to sit exams. Mixed ability and streaming classes was also introduced in comprehensive schools.

A Great Education debate was held in 1976 by the Labour PM, James Callagen. It mainly addressed the decline in British education, relating mainly to state education and the tie between industry and education. Callagen made no great changes to education during his time as PM.

In 1980 the Assisted Place Scheme was introduced offering more, bright working class students free places in public schools, if they passed exams.

The 1988 Education Reform Act is seen to be the most important state educational legislation since 1944. This act introduced a national curriculum for England and Wales, which consisted of 3 core subjects (English, Maths, Science) and 7 compulsory foundation subjects, for all students aged 5-16. SAT’s were introduced at 7,11 and 14 years old. Head teachers and governors were given greater control over the schools finances with LMS. A system of opting out was introduced allowing schools rather than LEA’s to have control over their own affairs; firing of teachers was now done through school and also funding. Also the APS was expanded and league tables were introduced.

City Technology Colleges, Vocational schools, were to be introduced, adding to the newly developed Technical and Vocational Initiatives started by the New Right in 1983. They were set up to create a link between industries (economy) and education, teaching specific skills that would help to create a much needed skilled workforce. They were funded by various industries and aimed to provide special opportunities to pupils in inner city areas. They were prone to attaching labels, of division, to the kids who attended them as the qualifications gained from them (e.g. GNVQ’s) were regarded as less than the standard equivalent.

In 1992 further Education colleges were removed from local authority control.

1997 saw the proposal of Curriculum 2000, by Labour, which was a review of the national curriculum. It looked to solve the criticised problem of Post 16 education being too narrow by introducing more courses and the new AS system and Key skills qualification, which tries to solve the specialisation problem. Also the divide between academic and vocational studies was to be looked at in order to try to solve the reoccurring point of, parity of Esteem.