Friday, October 11, 2013

Royal Holloway


Royal Holloway, University of London (RHUL), formally incorporated as Royal Holloway and Bedford New College, is a public research university and a constituent college of the federal University of London.  The campus is located west of Egham, Surrey, 19 miles (31 km) from central London.

The Egham campus was founded on the Mount Lee Estate in 1879 by the Victorian entrepreneur and philanthropist Thomas Holloway. Royal Holloway College was officially opened in 1886 by Queen Victoria as an all-women college. October 1887 saw the arrival of the first 28 students at Royal Holloway College. It later became a constituent of the University of London in 1900, as did Bedford College, which eventually merged with Royal Holloway College.

Bedford College was founded by Elizabeth Jesser Reid in 1849 as a higher education college for the education of women. Reid leased a house at 47 Bedford Square in the Bloomsbury area of London, and opened the Ladies College in Bedford Square. The intention was to provide a liberal and non-sectarian education for women, something no other institution in the United Kingdom provided at the time. The college moved to 8 and 9 York Place (off Baker Street) in 1874, and then to Regent's Park in 1908. In 1900, the college became a constituent school of the University of London. Like RHC, following its membership of the University of London, in 1965, it allowed male undergraduates to study on its premises for the first time.

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Lizzie Susan Stebbing (2 December 1885 – 11 September 1943) was a British philosopher. (Thinking to Some Purpose ('39) ..) She belonged to the 1930s generation of analytic philosophy, and was a founder in 1933 of the journal Analysis. and was the first woman to hold a philosophy chair in the United Kingdom, as well as the first female President of Humanists UK

From 1911 to 1924 she held a number of teaching appointments. She was lecturer in philosophy at King's College, London, from 1913 to 1915, when she became part-time lecturer in philosophy at Bedford College, London; this was made a full-time position in 1920 and in 1924 she was appointed as a Reader there. She also held visiting lectureships at Westfield College, London (1912–20), Girton College, Cambridge (1911–14), and Homerton College, Cambridge (1911–14). From 1915 until her death she was principal of the Kingsley Lodge School for Girls, Hampstead.

In 1927 the London University title of reader in philosophy was conferred upon her and held in conjunction with her position at Bedford College. She gained a DLitt in 1931. Stebbing was promoted to professor in 1933, thus becoming the first woman to hold a philosophy chair in the United Kingdom, an event that was, as Siobhan Chapman notes, "headline news". She was also a visiting professor at Columbia University from 1931 to 1932. She was president of the Mind Association from 1931 to 1932 and the Aristotelian Society from 1933 to 1934.
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The founding of Royal Holloway was brought about after Holloway, seeking to fulfil a philanthropic gesture, began a public debate through The Builder regarding 'How best to spend a quarter of a million or more', at which point his wife, Jane Holloway, proposed to build a college especially for women. Holloway later increased his original sum of money to half a million, and today, the campus is still best known for its original 600-bed building, known as the Founder's Building, designed by William Henry Crossland and inspired by the Château de Chambord in the Loire Valley, France.

Sir Nikolaus Pevsner called the original college building "the most ebullient Victorian building in the Home Counties", and noted that together with its sister building the Holloway Sanatorium, it represents "the summit of High Victorian design". The Founder's Building, which is now Grade I listed, was officially opened in 1886 by Queen Victoria, who allowed the use of "Royal" in the college's name. Founder's has been described by The Times as "one of Britain’s most remarkable university buildings", largely for its elaborate architecture, and according to The Sunday Times it "makes the college instantly recognisable". The college also has a Chapel, completed in 1886 as one of the last parts of the university to be finished. 

In 1945, the college admitted male postgraduate students, and in 1965, around 100 of the first male undergraduates. In 1985, Royal Holloway merged with Bedford College (another former all-women's college in London). The merged college was named Royal Holloway and Bedford New College (RHBNC), this remaining the official registered name of the college by Act of Parliament.

The Royal Holloway has six schools, 21 academic departments and approximately 10,500 undergraduate and postgraduate students from over 100 countries.

Wednesday, October 9, 2013

Teacher Training - 1899-1951

The Education Act 1899 made provision for the establishment of a register of teachers, following one of the recommendations of the Royal Commission on Secondary Education.

The Teachers’ Registration Council was set up in 1902. The form in which the register was kept led to protests by the National Union of Teachers and it was withdrawn in 1907. The Council was not reconstituted until 1912.

Teacher registration began in 1914, although records include those who started their careers from the 1870s. Registration remained voluntary.

  • Before the Education Act 1902, the training of teachers was largely carried out under a pupil-teacher system.
  • Training schools and colleges (also called ‘normal schools’). Initially started by the charities the British Society and the National Society in the early 19th century to train teachers in their elementary schools
  • Universities became involved in teacher training in 1890 when ‘day training colleges’ attached to universities were established
  • In 1902 the training of teachers became established as a form of higher education, enabling the new local education authorities (LEAs) to make secondary schools available for the training of pupil-teachers
  • From 1902 regulations for pupil-teacher training were tightened up and secondary education encouraged wherever possible. From 1907 the bursar system gradually replaced the pupil-teacher system.
  • The 1902 Education Act enabled LEAs to provide and maintain training colleges to meet demand for training college places.
  • In 1904 municipal training colleges were recognised and the following year building grants were made available to LEAs to encourage the provision of training colleges.
  • Universities first became involved in teacher training in 1890 when, as one of the recommendations of the Royal Commission on the Working of the Elementary Education Acts (the Cross Commission), ‘day training colleges’ attached to universities were established.
  • The Burnham Committee on the Training of Teachers in Elementary Schools (1923-1925) recommended greater cooperation between training colleges and universities. This led to the establishment of Joint Examination Board (JEBs) who devised and conducted the final examination for student teachers in academic subjects.
  • The recommendations of the McNair Report (1944) on the supply, recruitment and training of teachers and youth leaders included the formation of Area Training Organisations (ATOs) to develop a closer relationship between the universities and teacher-training colleges.
  • The Fleming Committee was set up in 1943 to consider how to meet post-war requirements for teachers. It recommended a provisional scheme for the emergency recruitment and training of teachers in emergency training colleges which ran until 1951.
  • The National Advisory Council on Training and Supply of Teachers (NACTST) was set up in 1948 to review national policy on the training, qualifications and distribution of teachers.


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 subjectsCommittee 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 centuryTrade 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.


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 .

Tuesday, October 8, 2013

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.


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.

sī vīs pācem, parā bellum

igitur quī dēsīderat pācem praeparet bellum    therefore, he who desires peace, let him prepare for war sī vīs pācem, parā bellum if you wan...