Technical Colleges

Technical Colleges and Further Education (UK): 

In 1836 a government grant was obtained to create the first school of design.

During the 19th century the development of technical education was largely instigated by the Science and Art Department of the Board of Trade (formed in 1853).

In 1856 the Science and Art Department transferred to the Education Department. The Science and Art Department was responsible for administering grant-aid to art schools (from 1856) and to schools of design and technical schools (from 1868).

Payment of a special grant for practical instruction in domestic subjects was first authorised under the Code of Regulations for Elementary Schools in 1875. This led to similar arrangements for other practical subjects. New provisions were introduced in 1906 awarding grants for each course of instruction.

The Technical Instruction Act 1889 permitted local authorities to levy rates to aid technical or manual instruction. County and borough councils began to provide technical instruction by day and evening classes.

The Local Taxation (Customs and Excise) Act 1890 diverted ‘whisky money’ from publicans to local authorities for assisting technical education or relieving rates, boosting investment in technical instruction.

By the end of the 19th century continuing education was provided by a variety of bodies in a number of forms:

• day continuation schools
• evening schools and classes
• mechanics institutes
• schools of art
• polytechnics
• university extension lectures
• tutorial classes
• Working men’s colleges and courses

Under the Education Act 1902 (Balfour Act) changes to conditions attached to government grants encouraged the expansion of technical education. Local Education Authorities (LEAs) took over most of the evening continuation schools. After 1926 they became known as evening institutes.

The merging of evening continuation and evening technical school provision after 1902 resulted in LEAs and other managing bodies providing:

• part-time day and evening courses, including day continuation classes
• courses at works schools and elsewhere in a variety of vocational, domestic, art and general subjects

Tutorial classes developed as part of a movement to expand facilities for adult education, fusing the interests of the Workers’ Educational Association and the University of Oxford. The classes were recognised by the Board of Education in Regulations of 1908/1909 and grant-aided.

The 1918 and 1921 Education Acts provided for compulsory part-time attendance at day continuation schools by school-leavers between 14 and 18. The system only ever came into partial operation and attendance reverted to the voluntary system.

Between 1920 and 1987 Joint Committees oversaw the curricula and the award of National Certificates and Diplomas in vocational subjects. Committee members were drawn from technical colleges, professional bodies, the Board of Education and its successors and teachers’ organisations. [below]

Major changes occurred after WW2. Junior technical schools, commercial schools and schools of art were fully integrated into the revised system of secondary education.

The need for preliminary technical education for young people going into particular trades had been accepted from the end of the 19th century. Trade Schools provided technical courses for two or three years after children left public elementary schools.

The need for greater collaboration between the universities and local authorities was acknowledged by the Percy Committee on Higher Technological Education. Its 1945 report resulted in the establishment of national colleges providing training in specialised fields, developed from within existing institutions, with support from particular industries.

Until 1956 colleges offering further education were organised on a three tier system of regional, area and local colleges.

In 1956 a white paper on technical education proposed a four-tier system adding colleges of advanced technology (CATs).

The Henniker-Heaton Committee (1962) investigated opportunities for young people under 18 to be released from work to attend daytime technical education courses.

The Robbins Committee was appointed in 1961 to review full-time higher education. Its report in 1963 made a number of recommendations including the expansion of higher education, the foundation of six new universities, that colleges of advanced technology and colleges of education should in future award degrees and the promotion of further institutions to university status.

The broad issue of non-vocational adult education, including its financing and administration, was considered by the Russell Committee (1969) which reported in 1973.

Certification:

Between 1920 and 1987 Joint Committees oversaw the curricula and the award of National Certificates and Diplomas in vocational subjects. Committee members were drawn from technical colleges, professional bodies, the Board of Education and its successors and teachers’ organisations. In 1967 the Haslegrave Committee was appointed to review this system. In 1973, following the Haslegrave Committee recommendations, responsibility passed to the Technician Education Councils and Business Education Councils and the Joint Committees gradually disbanded. 

Higher technical education involving prolonged courses of study was encouraged by the provision of a fixed annual grant to technical institutions.

Agricultural Colleges ..
BCTC - Birmingham Central Technical College ..
Birmingham Polytechnic ..
CAT - College of Advanced Technology
Croydon Polytechnic ..
Higher Education - UK ..
Mechanics' Institutes ..
Polytechnics ..
Technical Colleges ..

Technical Education chronology.

• Engineering education in the United Kingdom .
• Higher education in the United Kingdom .
• Higher education colleges in the United Kingdom .
• History of education in the United Kingdom .

A Short History of Technical Education .

Chapter 1 – Introduction .
Chapter 2 – The Industrial Revolution and the Role of Science and Technology in the Development of Technical Education. .
Chapter 3 – The Guilds and Apprenticeships .
Chapter 4 – Promoting Public Interest and Awareness in Science and Technology – Early Groups, Societies and Movements .
Chapter 5 – The Dissenting Academies, the Mechanics’ Institutions and Working Men’s Colleges .
Chapter 6 – The Mid 19th Century .
Chapter 7 – After the Great Exhibition – A Growing Recognition for the Need for Technical Education? .
Chapter 8 – The Developments at the End of the 19th Century. .
Chapter 9 – The Beginning of the 20th Century 1900-1921 .
Chapter 10 – Developments between 1920 and 1940 .
Chapter 11 – Developments in the 1940s and 1950s .
Chapter 12 Developments in the 1950s and 1960s .
Chapter 13 – Developments in the 1960s and the 1970s .
Chapter 14 – Developments in the 1980s .
Chapter 15 – The Developments in the 1990s .
Chapter 16 – Developments in the Late 1990s and Early 2000. .
Chapter 17 – Concluding Remarks .
A Short History of Technical Education –Glossary .
A Short History of Technical Education –Book References/Other Publications .
A Short History of Technical Education – Chronology .

USNA - United States Naval Academy

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24-11-20 Inside The United States Naval Academy - Sam E > .

The United States Naval Academy (USNA, Navy, or Annapolis) is a federal service academy in Annapolis, Maryland. It was established on 10 October 1845 during the tenure of George Bancroft as Secretary of the Navy. The Naval Academy is the second oldest of the five U.S. service academies and it educates midshipmen for service in the officer corps of the United States Navy and United States Marine Corps. It is part of the Naval University System.

Candidates for admission generally must apply directly to the academy and apply separately for a nomination, usually from a member of Congress. Students are officers-in-training with the rank of midshipman. Tuition for midshipmen is fully funded by the Navy in exchange for an active duty service obligation upon graduation. Approximately 1,200 "plebes" (an abbreviation of the Ancient Roman word plebeian) enter the academy each summer for the rigorous Plebe Summer. About 1,000 midshipmen graduate and commission. Graduates are commissioned as either ensigns in the Navy or second lieutenants in the Marine Corps, but a small number can also be cross-commissioned as officers in other U.S. services, and the services of allied nations. The United States Naval Academy has some of the highest-paid graduates in the country according to starting salary. The academic program grants a Bachelor of Science degree with a curriculum that grades midshipmen's performance upon a broad academic program, military leadership performance, and mandatory participation in competitive athletics. Midshipmen are required to adhere to the academy's Honor Concept.

The Navy operates the Naval Postgraduate School and the Naval War College separately. The Naval Academy Preparatory School (NAPS) in Newport, Rhode Island, is the official preparatory school for the Naval Academy.

⧫ Military Training, Education - 20th ..

⧫ Military Training, Education - 21st ..

Naval Training, Maritime Training  

BRNC - Britannia Royal Naval College, Dartmouth ..

USNA - United States Naval Academy ..

Warsash Maritime Academy ..

US Officer Training ..

US Officer Training

.Where Great Men Were Made: American Officer Training - WW2 > .

West Point and Annapolis are two of the most iconic military academies in America - maybe even the world. The two institutions have produced the men who were leading America's WW2 fight against the Axis powers.

Victorian Education

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Blists Hill Victorian Town - Victorian School Workshop - Ironbridge > .

Victorian School System | Lessons and Discipline (Ruth Goodman) > .

Warsash Maritime Academy

 

.Warsash Maritime Academy: a history of change > .

Warsash Maritime School, formerly Warsash Maritime Centre and Warsash Maritime Academy, is a maritime training college and is part of Solent University. The academy campus is just east of Southampton aside the River Hamble and Warsash village. The college provides education, training, consultancy and research to the international shipping and off-shore oil industries. It is one of the United Kingdom's colleges responsible for the training of the British Merchant Navy. The courses on offer cover a wide range of maritime education and training from deck and engineer officer cadetships, including degree pathways, to senior officer certificates of competency, together with the associated safety training.

The Southampton School of Navigation originated with the death of a Southampton wine merchant Henry Robinson Hartley, in 1850. He bequeathed £42,524 to the Southampton Corporation which they received some years later. After advice from the Secretary of the Department of Science, Lyon Playfair, it was decided that a School of Navigation should be set up, which would be fitting with the recent development of Southampton as a great seaport. After the need to raise additional funds the school was eventually finished in 1902. It was granted university college status and known as the Hartley Institute, based in South Hill in the city of Southampton.

In 1932 the school was expanded when it merged with the Gilchrist Navigation school. At that time the school was confined to preparing students for Board of Trade certificate examinations for Mate, Master and Extra Master. 51 students were taught at this time by only two staff. In 1934 the college expanded to accommodate day cadets and courses for civil air navigation. It was during this time that Captain Whalley Wakeford was appointed as head of the school. Residential cadet courses began in 1937 with cadets completing a sea preparatory course. By 1939 there were 19 cadets, 129 day students and 15 staff and the school has moved to a new home at South Stoneham House in Swaythling where it remained until 1946.

During the WW2 the school remained open to train mariners. In 1940 all students and cadets had joined the Local Defence Volunteers (Home Guard). Courses continued to run despite bombing in the Southampton area. Cadets were still trained and additional courses were created for existing officers from the armed services and abroad, including some 60 free Polish cadets. By 1942 the school had over 180 sea cadets in training and it was decided the school should be moved to a larger campus, which incorporated the existing HMS Tormentor operations base, just outside the village of Warsash. At the request of the United States a special navigation course was provided in 1945 for naval officers stationed in the United Kingdom. By 1946 the entire school had moved to Warsash and included over 316 students and 32 staff (with the name of the college now officially recorded as the Southampton School of Navigation). 

https://en.wikipedia.org/wiki/Warsash_Maritime_School .