RMCS to DA-CMT

The Royal Military College of Science (RMCS) was a British postgraduate school, research institution and training provider with origins dating back to 1772. It became part of the Defence Academy of the United Kingdom in 2009, and ceased to exist as an independent unit in 2015.

Currently, the Defence Academy of the United Kingdom provides higher education for personnel in the British Armed Forces, Civil Service, other government departments and service personnel from other nations.

The Defence Academy is headquartered at what used to be the Royal Military College of Science site at Shrivenham in southwestern Oxfordshire; it delivers education and training there and in a number of other sites. The majority of training is postgraduate with many courses being accredited for the award of civilian qualifications.

The formation of the Defence Academy consolidated education and training delivered by a number of different establishments into a single organisational and budgetary structure, intended to improve efficiency, reduce duplication of effort and align delivery to defence requirements. The Defence Academy is also responsible for the maintenance of relationships with the UK academic establishment and with military and naval service educational institutions worldwide. Non technical research is carried out for the development of doctrine and analysis of the international security environment.

The Royal Military College of Science traced its history back to the Military Society of Woolwich, founded by two artillery officers in 1772 'for the theoretical, practical and experimental study of gunnery'. The Society did not outlast the Napoleonic Wars; but in 1839 officers proposed the formation of an Institute to train artillery officers. This led to the establishment the following year of the Royal Artillery Institution "for the study of science and modern languages".

In 1885 the Department of Artillery Studies moved from the Institution into Red Barracks, Woolwich and was renamed Artillery College. At the same time its courses were made available to all officers of the Army and the Royal Marines, not just those of the Artillery. Artificer training was also offered by the College. In the early 20th century new chairs were established, alongside that of the 'Bashforth Professor of Mathematics and Ballistics', with the appointment of Professors of Chemistry (1900), Electricity (1903 - later renamed Electrical and Mechanical Engineering) and Physics (1918). In 1889 the College further expanded and a commandant was appointed; in 1899 it was renamed Ordnance College, before reverting again to its former name in 1918. Courses were suspended for the duration of the First World War.

After World War I the College continued to expand and it took over the whole of Red Barracks; in 1927 it became the Military College of Science, reflecting its now wider remit. By 1939 there were 22 civilian academic staff and the College was more akin to a University in its operation - albeit with military instructors continuing to provide specialist teaching in the Royal Arsenal alongside the academic subjects which were taught in Red Barracks.

At the start of WW2 the college was moved from Woolwich, which was vulnerable to aerial bombing. It moved, initially to the artillery ranges at Lydd in Kent, then scattering to various locations (the Artillery Equipment section to Stoke-on-Trent, Fire Control Instruments to Bury, Mechanical Traction to Rhyl and (later) Tank Technology to Chobham) until after the war, when the college was reconstituted and reopened at Beckett Hall in Shrivenham. (The Rhyl section, however, was renamed the Royal Artillery Mechanical Traction School and moved instead to Bordon).

At Shrivenham the College was organised into four Faculties: Mathematics and Physics, Chemistry, Mechanical Engineering and Instrument Technology. Military instruction was, for the first time, absorbed into the academic Faculties; it was overseen by three Military Directors of Studies (in Weapons, Fighting Vehicles and Fire Direction). After the war the college was granted formal recognition by London University, enabling its students to be examined for the award of degrees. The college also provided for postgraduate studies in such specialist areas as Guided Weapons Systems and Nuclear Science and Technology and was allowed to develop as a centre for research as well as teaching. In 1953, the college was granted its "Royal" title and became the Royal Military College of Science ('RMCS').

In 1984 Cranfield University became the main academic provider of the college. A contract entered into in November 2005 extended the Cranfield relationship to 2028. In 2004 the Royal Military College of Science amalgamated with the Defence Leadership Centre to create the Defence College of Management and Technology ('DCMT'). Then in 2009 DCMT itself became part of the Defence Academy of the United Kingdom, and was therefore renamed the Defence Academy - College of Management and Technology (DA-CMT).

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

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

Roedean School, Brighton

Roedean School is an independent day and boarding school founded in 1885 in Roedean Village on the outskirts of Brighton, East Sussex, England, and governed by Royal Charter. It is for girls aged 11 to 18. The campus is situated near the Sussex Downs, on a cliff overlooking Brighton Marina and the English Channel. 

The school was founded in 1885 as Wimbledon House by three sisters: Penelope, Millicent, and Dorothy Lawrence of 35 Sussex Square. Their brother was the lawyer Sir Paul Lawrence of Wimbledon, who helped them considerably. Their Lawrence great aunts had been noted school teachers earlier in the century, mainly in Liverpool. Roedean was founded to prepare girls for entrance to the newly opened women's colleges at Cambridge University, Girton (now co-ed) and Newnham Colleges. In 1898, the school moved from 25 Lewes Crescent, Kemptown to its present site, occupying new buildings designed by the architect Sir John Simpson. 

The school motto, Honneur aux dignes, is in Norman French, and means "Honour the worthy". When pronounced, it sounds like "Honour Roedean".

In 1924 the Lawrence sisters were replaced by Emmeline Mary Tanner who became the new head. She had been poached from Bedford High School by Penelope Lawrence as their successor.

Examinations - Secondary School ..

During WW2, the students and staff were temporarily evacuated to Keswick, in the north of England. The school buildings in Brighton, Sussex were used by the Admiralty. They adapted it for use by Navy cadets attending the Mining and Torpedo School (known as HMS Vernon; HMS Vernon (photographs)) on May 3rd 1941. Roedean is one the few girls' schools in the country to have an Old Boys' Association.

The artist Percy Shakespeare was killed by a German bomb while serving at Roedean.

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A sister school, also called Roedean School and co-founded by the youngest Lawrence sister, Theresa, in 1903, is located in Johannesburg, South Africa.

Royal Holloway

.Royal Holloway, University of London - RoHo > .

.Royal Holloway College (in Secrets of a Suffragette) - Time > .

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.

https://en.wikipedia.org/wiki/Royal_Holloway,_University_of_London .

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.

Compulsory and free primary education: 1880s and 1890s .

Funding of technical colleges .

Balfour and Local Education Authorities .

Balfour Act of 1902 .

The Fisher Act of 1918 .

Spens and Norwood reports .

1944: Butler .

https://www.nationalarchives.gov.uk/help-with-your-research/research-guides/teacher-training/ .

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

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 .