Thursday, October 31, 2013

●● Education, Training ◊

⧫ Civilian Education - 21st ..⧫ Medical Education ..

Cognition 

Economic Theory 

Information 


Morale, PsyOps 
Morale ..

Naval Training, Maritime Training  
BRNC - Britannia Royal Naval College, Dartmouth ..
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Monday, October 28, 2013

Agricultural Colleges

.Agricultural College: A Farmer's Boy - 1945 - BrCo > .
Wartime Kitchen, Garden, Farm - ElQu >> .

'Agriculture today is a big industry, requiring the co-operation of scientists, engineers, chemists and government officials to help ordinary farmers. The film shows how Britain is training farmers and specialists at one of the many agricultural colleges in Britain for the future needs of this great industry.'
There are a number of common farming practices in this film that are shown but not discussed, such as pasteurisation and sheep dipping.

Seale-Hayne College, 3 miles from Newton Abbot, was an agricultural college in Devon, England, which operated from 1919 to 2005. It was established in accordance with the will of Charles Seale Hayne (1833-1903), a Liberal politician who was a Devon land-owner. The college was built between 1912 and 1914, but its opening was delayed by the start of WW1. It was the only agricultural college in the United Kingdom whose buildings were purpose designed and built.

During the war it served as a training centre for Land Girls, and in 1918 and 1919 it operated as a military neurasthenic hospital for the treatment of soldiers suffering from shell shock. The first students arrived in 1920. During WW2 the college was used for the training of the second Women's Land Army. 

After the war the college was significantly expanded, and by 1986 there were over 1,000 students. In 1989 the college merged with Plymouth Polytechnic to form the Seale-Hayne Faculty of Agriculture, Food & Land Use, Polytechnic South West. (Polytechnic South West became the University of Plymouth in 1992). In 2005 the university closed the college and staff and students were transferred to Plymouth.


Oxford: The Institute of Agricultural Economics was established, as the Agricultural Economics Research Institute, with the aid of a Ministry of Agriculture, Fisheries and Food Development Commission grant in 1913. Until 1945 it formed a part of the School of Rural Economy. An Advisory Sub-Committee of the Committee for Rural Economy was established in June 1912 to be responsible for the selection of the Director of the Institute and to supervise the teaching, examination and research of agricultural economics in the University.

The form of the name of the Institute was altered four times between 1913 and 1986: 1913-27 Institute for Research into Agricultural Economics 
1928-44 Agricultural Economics Research Institute 
1945-70 Institute for Research into Agricultural Economics 
1970-86 Institute of Agricultural Economics


Horticultural science research in the early twentieth century exhibited marked diversity and horticulture included bees, chickens, pigeons, pigs, goats, rabbits and hares besides plants. Horticultural science was characterised by various tensions arising from efforts to demarcate it from agriculture and by internecine disputes between government organisations such as the Board of Agriculture, the Board of Education and the Development Commission for control of the innovative state system of horticultural research and education that developed after 1909. Both fundamental and applied science research played an important role in this development.

Efforts made by the new Horticultural Department of the Board of Agriculture and by scientists and commercial growers raised the academic status of horticultural science and the professional status of its practitioners.

Lady Evelyn Barbara Balfour, OBE (16 July 1898 – 16 January 1990) was a British farmer, educator, organic farming pioneer, and a founding figure in the organic movement. She was one of the first women to study agriculture at an English university, graduating from the institution now known as the University of Reading. At the age of 17, she enrolled, as one of the first women students to do so, at Reading University College for the Diploma of Agriculture. After obtaining her Diploma in 1917, she completed a year's practical farming, living in 'digs' at 102 Basingstoke Road, Reading. During this time she worked at Manor Farm ploughing fields. The Living Soil (1943) is regarded as a seminal classic in organic agriculture and the organic movement. The book is based on the initial findings of the first three years of the Haughley Experiment, the first formal, side-by-side farm trial to compare organic and chemical-based farming, started in 1939 by Balfour (with Alice Debenham), on two adjoining farms in Haughley Green, Suffolk, England.

Agricultural Colleges ..


Top ten ranking agriculture, Forestry & Food universities in the Guardian University Guide 2021:
  1. University of Leeds .
  2. University of Nottingham .
  3. Abertay University . 
  4. Bangor University .
  5. Queen’s University Belfast .
  6. University of Reading .
  7. Writtle University College .
  8. Aberystwyth University .
  9. Nottingham Trent University .
  10. Newcastle University .
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Sunday, October 27, 2013

BCTC - Birmingham Central Technical College

BCTC Certificate 1940 .
Birmingham Central Technical College

A School of Metallurgy formed in the Birmingham and Midland Institute in 1875. The Birmingham Municipal Technical School separated from the Institute in 1895, teaching chemistry, physics, metallurgy and electrical engineering. In 1911, commercial classes were introduced and grew into an independent School of Commerce by 1916. The technical school expanded, and by 1917 was also teaching botany and other subjects to trainee teachers. 

In 1927 the Technical School changed its name to the Central Technical College to reflect its changing approach to teaching technology. 

In 1951, the Technical College was renamed the College of Technology, Birmingham and work began on the Main Building at Gosta Green. In 1956, it became the first elite designated College of Advanced Technology (CAT) and underwent a major expansion. It moved into buildings that were constructed between 1949 and 1955 to a design by Ashley & Newman. Princess Margaret laid one of the first foundation stones at the base of the new building in 1951. 

The building is one of Europe's largest freestanding brick buildings. In 1955, the College of Advanced Technology was opened by Her Majesty The Queen. The college expanded again to a design by the City Architect of Birmingham Alwyn Sheppard Fidler between 1957 and 1965.

The Birmingham Municipal Technical School in Suffolk Street, founded in 1895.[15]

Birmingham Municipal Technical School, Suffolk Street (f. 1895)

The College of Advanced Technology officially became the University of Aston in Birmingham on receipt of its Royal Charter on 22 April 1966 and the first Chancellor of the University, Lord Nelson of Stafford, was installed on 10 May.



In the 1960s, changes were made to the higher education system creating an expansion of polytechnics as a more vocationally orientated alternative to the typical university.

Birmingham Polytechnic was designated as a polytechnic in 1971 and gained university status in 1992. Five universities in the city, the other four being Aston University, Birmingham City University, University of Birmingham, University College Birmingham, and Newman University.

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Birmingham Polytechnic

In the 1960s, changes were made to the higher education system creating an expansion of polytechnics as a more vocationally orientated alternative to the typical university.

The City of Birmingham Education Committee was invited to submit a scheme for the establishment of a polytechnic bringing together a number of different colleges in the city in 1967. Late in 1969, the post of director of the polytechnic was advertised.

Although the city lagged behind other parts of the country, Birmingham finally gained a polytechnic in 1971—then the 27th in the UK—designated by the Education Secretary Margaret Thatcher as the City of Birmingham Polytechnic. This was the second polytechnic in Birmingham, the first – Birmingham Polytechnic Institution – having existed in the mid-19th century for ten years. 

Birmingham Polytechnic was designated as a polytechnic in 1971 and gained university status in 1992. Birmingham's polytechnic was formed initially out of five colleges. Some of the colleges' staff fought against the merger but later changed their minds. The colleges were:
North Birmingham Technical College's new Perry Barr campus (which began construction in 1971) became the centre of the new Polytechnic, although the institution continued to have a number of different campuses spread across the city. This has sometimes been seen as a weakness of the polytechnic, with the dispersal of sites considered confusing to visitors.

In the early 1970s, the Perry Barr campus was the site of building work for what later became the centrepiece of the polytechnic: the Attwood and Baker buildings. Later in the 1970s, the campus was increased in size with the building of what later became the Cox, Dawson, Edge, Feeney and Galton buildings. In the early 1980s, the William Kenrick Library was added to the site. Other, smaller buildings were subsequently constructed, and the estate became known as the City North Campus of Birmingham City University.

Birmingham City University (abbrev. BCU) is a university in Birmingham, England. Initially established as the Birmingham College of Art with roots dating back to 1843. Birmingham Polytechnic was designated as a polytechnic in 1971 and gained university status in 1992. BCU is the second largest of five universities in the city, the other four being Aston University, University of Birmingham, University College Birmingham, and Newman University.

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BRNC - Britannia Royal Naval College, Dartmouth


Selection and training, British Army w

Britannia Royal Naval College (BRNC), commonly known as Dartmouth, is the naval academy of the United Kingdom and the initial officer training establishment of the Royal Navy. It is located on a hill overlooking the port of Dartmouth, Devon, England. Royal Naval officer training has taken place in Dartmouth since 1863. The buildings of the current campus were completed in 1905. Earlier students lived in two wooden hulks moored in the River Dart. Since 1998, BRNC has been the sole centre for Royal Naval officer training.

The college was originally known as the Royal Naval College, Dartmouth (BRNC). As a Royal Naval shore establishment, it was later known also by the ship name HMS Britannia (a battleship called Britannia operated from 1904 to 1918). The college was re-named HMS Dartmouth in 1953, when the name Britannia was given to the newly launched royal yacht HMY Britannia. The training ship moored in the River Dart at Sandquay, a Sandown class minehunter formerly known as HMS Cromer, continues to bear the name Hindostan. As cadets at the college will be aware, there are 187 steps down from the college to Hindostan's mooring at Sandquay.

Cadets originally joined the Royal Naval College, Osborne, at the age of 13 for two years' study and work before joining Dartmouth. The Royal Naval College, Osborne closed in 1921.

During the WW2, after six Focke-Wulf aircraft bombed the College in September 1942, students and staff moved activities to Eaton Hall in Cheshire until the autumn of 1946. Two bombs had penetrated the College's main block, causing damage to the quarterdeck and surrounding rooms.

Britannia Royal Naval College became the sole naval college in the United Kingdom following the closures of the Royal Naval Engineering College, Manadon, in 1994 and of the Royal Naval College, Greenwich, in 1998.

Military Colleges, UK
BRNC - Britannia Royal Naval College, Dartmouth ..
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Saturday, October 26, 2013

CAT - College of Advanced Technology

A college of advanced technology (CAT) was a type of higher education institution established in 1956 in England and Wales following the publication of a government white paper on technical education which listed 24 technical colleges in receipt of 75% grant for parts of their advanced work.

The government confirmed that the proportion of advanced work at these colleges should be increased so that they could develop as quickly as possible into colleges of advanced technology. Eventually ten of the 24 were confirmed as CATs. Birmingham College of Advanced Technology was the first to be so designated, in 1956.

Originally under the control of local education authorities, on 1 April 1962 the CATs were removed from local authority control and became autonomous national institutions funded directly by the Ministry of Education. Following the Robbins Report of 1963, the colleges of advanced technology were expanded and awarded university status in 1966, sometimes grouped together with other 1960s "plate glass universities".

CATs that became universities in England:

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Cheltenham Ladies' College

Cheltenham Ladies' College, an independent boarding and day school for girls aged 11 to 18 in Cheltenham, Gloucestershire, England, was founded in 1853 after six individuals, including the Principal and Vice-Principal of Cheltenham College for Boys and four other men, decided to create a girls' school that would be similar to Cheltenham College for Boys. On 13 February 1854, the first 82 pupils began attending the school, with Annie Procter serving as the school's Principal. In 1858, upon Procter resigning from her position, the Principal's post was taken by Dorothea Beale, a prominent suffragist educator who introduced subjects such as maths and science, despite parental opposition. For those who wished to study further, Miss Beale also founded St Hilda's College, Oxford in 1893 

External examiners were brought into College as early as 1863 and, over time, girls were encouraged to take public examinations, notably the Oxford Senior and the Cambridge Higher Local, which were broadly equivalent to today's GCSE and A Level qualifications. 

Examinations - Secondary School ..

As College grew, its reputation spread both in this country and, eventually, throughout the British Empire. By 1900, the small and initially struggling day school had become a thriving community of over 1,000 pupils, with boarders, day girls and part-time students, studying from Kindergarten to Degree level. Miss Beale also established a teacher training school and by the end of her life in 1906, most of her teaching staff were former CLC pupils, as were 40 Head Teachers of girls' schools in Britain and around the world.

Lilian Faithfull, formerly President of the All-England Women's Hockey Association, was appointed Principal upon Miss Beale’s death. She was tasked with preserving her predecessor's great legacy, while managing the inevitable changes to come as College moved into the 20th century.

Miss Faithfull did much to develop sport in College and introduced the first College uniform. She also had the difficult task of steering College through the First World War. With characteristic energy and pragmatism, she threw College into war work and converted one of the College boarding houses into a Red Cross hospital.

The period between the two wars saw more girls than ever considering careers and it was the task of Miss Faithfull’s successor, Beatrice Sparks (Principal 1922 - 1937), to modernise the curriculum in line with the introduction of the School Certificate and Higher Certificate. In 1935, College's continued success was marked by the granting of a Royal Charter; it was the first girls' school to receive this honour since Queen Anne's reign.

The Second World War, like the First, had a major impact on College life. In September 1939, all College buildings were requisitioned by the War Office and lessons were relocated to army huts and on top of the temporarily boarded over swimming pool! In December 1940, CLC boarding house Bayshill Lawn was bombed, although fortunately it was empty at the time.

With the passing of post-war restrictions and shortages there was renewed scope for development and modernisation in College. The 1950s and 1960s saw refurbishment and the addition of new Science laboratories, along with the introduction of the Duke of Edinburgh scheme, work experience and community service. The curriculum continued to develop and in the 1980s Computer Science was also added.

https://www.soglos.com/culture/44091/Interview-with-Cheltenham-Ladies-Colleges-Archivist .



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Commercial Education

Trends in technical education - 1920-1940: In commerce, recruitment for degrees was still relatively small. However, as industry became more sophisticated the demand for more qualified administrative, clerical, financial, legal and secretarial staff grew so institutions began to offer courses in a wide range of subjects. Subjects like accountancy, banking, book-keeping, law, shorthand, and typing. A number of these subjects were overseen by professional bodies some of which offered examinations, set standards and granted professional membership grades depending on the person’s experience and position in the company. 

Many other commercial occupational areas were offered by a variety of institutions including:

Junior Commercial School. In 1936 there were 44 such institutions enrolling 5,259 students. These institutions provided instruction in commercial subjects and the so-called ‘office arts’ as well as continuing the students general education.

Senior Full-Time Courses. There were 45 of these enrolling 1,447 post-certificate students. Examples of programmes included secretarial courses mainly for females, Intermediate B.Com and B.Sc. (Economics) and more specialised commercial programmes in, say, merchandising.

Evening Classes. Subjects offered at the junior level included arithmetic and accounts, English and commercial correspondence (literacy and business communications), shorthand and an optional foreign language. The senior courses were of three years duration and had commerce as a mandatory subject. In addition optional subjects were available including book-keeping, commercial arithmetic, foreign language, and shorthand, a trade subject reflecting the student’s employment interest and typing.

Advanced courses were obviously found in the larger institutions that could provide the facilities, qualified staff and resources to prepare the students for professional examinations. For example in London there were 23 Senior Commercial Institutes complemented by a number of privately run commercial institutions.

The British Association for Commercial and Industrial Education (BACIE) was established in 1934 following the merger of the association of Education in Industry and Commerce (founded in 1919) and the British Association for Commercial Education.


The secretary is dead. Technology and flat corporate structures have consigned the job to the corner office waste bin.

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Courtesy degrees - ad eundum gradum

"Steamboat ladies" was a nickname given to a number of female students at the women's colleges of the universities of Oxford and Cambridge who were awarded ad eundem University of Dublin degrees at Trinity College Dublin, between 1904 and 1907, at a time when their own universities refused to confer degrees upon women. The name comes from the means of transport commonly used by these women to travel to Dublin for this purpose.

An ad eundem degree is an academic degree awarded by one university or college to an alumnus of another, in a process often known as incorporation. The recipient of the ad eundem degree is often a faculty member at the institution which awards the degree, e.g. at the University of Cambridge, where incorporation is expressly limited to a person who "has been admitted to a University office or a Headship or a Fellowship (other than an Honorary Fellowship) of a College, or holds a post in the University Press ... or is a Head-elect or designate of a College".

Although an ad eundem degree is not an earned degree, both the original degree(s) and the incorporated (ad eundem) degree(s) are given in post-nominals listed in the Oxford University Calendar.

Before modern transport had shrunk the world, it was common, when a graduate from one university moved into the neighborhood of another, for the new university to admit the graduate as a courtesy, "at the same degree" (ad eundem gradum). Thus if someone was a bachelor of arts in the university that they had attended, they would likewise be a bachelor of arts of their new university. (Not every college extended this courtesy to all other colleges, however.) The practice of incorporation diminished in the early 19th century, but it continues at the University of Oxford, the University of Cambridge, and Trinity College, Dublin. At the University of Oxford, incorporation first appears in the University Statutes in 1516, though the practice itself is older: In the 15th and early 16th centuries, incorporation was granted to members of universities from all over Europe. This continued until the 19th century, when in 1861 incorporation was restricted to members of Cambridge University and Trinity College, Dublin. In 1908, incorporation was further restricted to specific degrees from these universities.

A number of female students at Oxford and Cambridge were awarded ad eundem University of Dublin degrees at Trinity College, Dublin, between 1904 and 1907, at a time when their own universities refused to confer degrees upon women.
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Croydon Polytechnic

.Bombed Factory - Croydon (1941) > .

Britain 1940: The day that bombs rained down on Croydon .

Croydon School of Art was established in 1868 above the Public Halls in George Street. 

Croydon Corporation (the governing body of the County Borough of Croydon) founded the Pitlake Technical Institute in 1888, which would later become Croydon Polytechnic, which had an initial intake of 162 students. 

In 1929, the Board of Education first highlighted the need for a new technical college to replace Croydon Polytechnic. In 1932, the School of Art was taken over by the Council to become Croydon College of Art. 

These two institutions continued to educate separately in and around Croydon until 1941 when the Polytechnic was bombed and gutted by fire during WW2, prompting plans to combine them on a new site in Fairfield, right at the heart of Croydon. 

It was not until 1948 before the plans for a new college could be revived when the Corporation drew up a Development Plan for Further Education. By then student enrolment had risen to over 4,000. The plan was to create a technical college, which would merge the Polytechnic and College of Art. Three years later, Croydon Corporation formally approved plans for a new college and in 1953 construction started at the college's current Fairfield site on the first of four stages.

The new Croydon Technical College (later known as Croydon College of Design and Technology) opened its doors for the first time in 1955 and was finally completed and formally opened by the Queen in 1960. In 1974 the College was renamed Croydon College and has remained as such on the main Fairfield site ever since.

timeline:
  • 1868 Croydon School of Art 
  • 1888 Pitlake Technical Institute, later became Croydon Polytechnic
  • 1932 Croydon School of Art renamed Croydon College of Art
  • 1941 Croydon Polytechnic bombed
  • 1948 plan to merge Polytechnic and College of Art
  • 1953 construction begun at Fairfield site
  • 1955 Croydon Technical College opened (later known as Croydon College of Design and Technology)
  • 1974 college renamed Croydon College

Agricultural Colleges ..
BCTC - Birmingham Central Technical College ..
Birmingham Polytechnic ..
CAT - College of Advanced Technology
Croydon Polytechnic ..
Higher Education - UK ..
Mechanics' Institutes ..
Polytechnics ..
Technical Colleges ..
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Friday, October 25, 2013

DCI RSMS - Royal School of Military Survey

Royal School of Military Survey (DCI RSMS) is a joint services survey training facility associated with the Corps of Royal Engineers (RE) but attached to the United Kingdom Defence Intelligence and Security Centre (DISC).

The Royal School of Military Survey (RSMS) originates from 1833 when it was established at the Royal Military Academy, Woolwich as a survey training branch. After a period of stability the school moved to a number of locations including Chatham, Fort Southwick, Ruabon and Longleat before finally settling at Hermitage, Berkshire in early 1949, when it was renamed the School of Military Survey. The Hermitage site (strictly speaking it is in Curridge) was home to 42 Survey Engineer Group (Royal Engineers) and maintained close links with the Survey Production Centres (Royal Engineers), abbreviated as SPC(RE), at Bushy Park, Teddington and Park Royal (which amalgamated at Feltham in the 1960s and went through changes of name to Mapping and Charting Establishment (Royal Engineers) - MCE(RE) - in the 1970s before becoming part of Military Survey, later absorbed into The Intelligence Collection Group (ICG). In 1979 a major rebuild at Hermitage provided the school with purpose-built facilities. As part of Military Survey’s 250th Anniversary celebrations in 1997, Her Majesty Queen Elizabeth II awarded the school the Royal accolade. In April 2006 the RSMS became one of four federated schools within the Defence Intelligence and Security Centre (DISC) along with the Defence Schools of Intelligence (DSI), Languages (DSL) and Photography (DSOP). To exploit the growing synergies between Geospatial Intelligence (GEOINT) and Imagery Intelligence (IMINT) all Geospatial and Imagery analysis training and education is now the responsibility of RSMS. The school consists of three Training Wings: Geospatial Information Management and Geospatial Exploitation, based at Hermitage, and Imagery Intelligence, based at Chicksands in Bedfordshire.

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DEI - Destroying Education Intentionally

24-2-28 Niall Ferguson: After Treason of Intellectuals [DEI, weakism] - UATX > .

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Diminishing Educational Returns

23-6-14 More Education Is Not Always Better | EcEx > .
Regression to USSR 
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Thursday, October 24, 2013

EdA - Education Act 1902

The Education Act 1902 (2 Edw. VII), also known as the Balfour Act, was a highly controversial Act of Parliament that set the pattern of elementary education in England and Wales for four decades. It was brought to Parliament by a Conservative government and was supported by the Church of England, opposed many by Nonconformists and the Liberal Party. The Act provided funds for denominational religious instruction in voluntary elementary schools, most of which were owned by the Church of England and the Roman Catholics. It reduced the divide between voluntary schools, which were largely administered by the Church of England, and schools provided and run by elected school boards, and reflected the influence of the Efficiency Movement in Britain. It was extended in 1903 to cover London.

The "Cockerton Judgment" of 1901 had caused a crisis by undermining the lawfulness of "higher grade schools" for children over the age of twelve. A temporary fix allowed the schools to operate one more year. A second issue involved the 14,000 church schools, called "voluntary schools", run chiefly by the Church of England and including some Roman Catholic schools. They were poorly funded and did not receive a share of local taxes, but they educated a third of school children.

Under the 1902 Act the existing overlapping jurisdictions, with 2,568 school boards set up by the Elementary Education Act 1870, as well as all existing School Attendance Committees, were abolished. Their duties were handed over to county councils or county borough councils, as local education authorities (LEAs). The 328 LEAs fixed local tax rates. The LEAs could establish new secondary and technical schools as well as developing the existing system of elementary schools. These LEAs were in charge of paying schoolteachers, ensuring they were properly qualified, and providing necessary books and equipment. They paid the teachers in the church schools, with the churches providing and maintaining the school buildings and providing the religious instruction.

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.

Opposition to the Act came especially from Methodists, Baptists and other Nonconformists outraged at support for Anglican and Catholic schools, and angry at losing their powerful role on elected school boards. Historian Standish Meacham explores their position:
the act put an end to the broad-based expansion of secondary education that had originated in the so-called higher grade schools established by progressive, popularly elected local boards. Instead, secondary education was [to be] administered by county council committees and occurred in specifically designated "secondary" schools, admission to which was strictly controlled so as to exclude all but a very few working-class children. This important issue [was] a matter of major concern to working-class reformers anxious to provide a democratic "highway" rather than an exclusionary "ladder" to secondary education.
The Liberal Party led the opposition and made it a major issue especially in the election of 1906; the Labour Movement was mostly opposed. 

The Act was a short-term political disaster for the Conservatives, who lost massively at the 1906 general election. However, G. R. Searle has argued that it was long-term success. It standardized and upgraded the educational systems of England and Wales and led to a rapid growth of secondary schools, with over 1,000 opening by 1914, including 349 for girls only. The Church schools had financing from local ratepayers and had to meet uniform standards. Eventually, in the Butler Act of 1944, the Anglican schools were brought largely under the control of Local Education Authorities.


Education (Provision of Meals) Act 1906, a noncontroversial welfare law .
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Education - Council, Board, Butler, Ministry

A committee of the Privy Council was appointed in 1839 to supervise the distribution of certain government grants in the education field. The members of the committee were the Lord President of the Council, the Secretaries of State, the First Lord of the Treasury, and the Chancellor of the Exchequer. From 1857 a vice-president was appointed who took responsibility for policy.

On 1 April 1900, the Board of Education Act 1899 abolished the committee and instituted a new board, headed by a president. The members were initially very similar to the old committee and the president of the board was the Lord President of the Council; however, from 1902 this ceased to be the case and the president of the board was appointed separately (although the Marquess of Londonderry happened to hold both jobs from 1903 to 1905).

The Education Act 1944 replaced the Board of Education with a new Ministry of Education.


Vice-President of the Committee of the Council on Education 5 February 1857 - 8 August 1902
President of the Board of Education 3 March 1900 - 3 August 1944
Minister of Education 3 August 1944 - 1 April 1964
Secretary of State for Education and Science 1 April 1964 - 10 April 1992
Secretary of State for Education 10 April 1992 - 5 July 1995
Secretary of State for Education 11 May 2010 - present

President of the Board of Education

28 May 1937 - 27 October 1938 1 year, 4 months and 29 days Conservative .
27 October 1938 - 3 April 1940 1 year, 5 months and 7 days National Labour .

Herwald Ramsbotham  
3 April 1940 20 - July 1941 1 year, 3 months and 17 days Conservative
20 July 1941 3 August 1944 3 years and 14 days (Cont. below) Conservative

Minister of Education
R. A. ButlerRichard-Austen-Rab-Butler-1st-Baron-Butler-of-Saffron-Walden.jpg3 August 194425 May 19459 months and 22 days
(Cont. from above)		ConservativeWinston Churchill
(War Coalition)
Richard LawLord Coleraine.jpg25 May 194526 July 19452 months and 1 dayConservativeWinston Churchill
(Caretaker Min.)
Ellen WilkinsonEllen Cicely Wilkinson.jpg3 August 19456 February 1947
(died in office)		1 year, 6 months and 3 daysLabourClement Attlee
George Tomlinson10 February 194726 October 19514 years, 8 months and 16 daysLabour
Florence HorsbrughFlo horsbrugh.jpg2 November 195118 October 19542 years, 11 months and 16 daysConservative

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Education, Training, Universities - post-WW1

In 1917-18, civil servants began to refer to a national “system” of higher education, words unheard before the war. A new relationship between the universities and the government was emerging. It is no coincidence that national organisations, such as the University Grants Committee, the Committee of Vice-Chancellors and Principals and the Association of University Teachers, which shaped British higher education in the 20th century, all emerged in 1918-19.
......
The war brought an acknowledgement that an emphasis on research would be needed if the economy was to compete effectively. New relationships between universities and industry were forged, stimulated by a new national Committee for Scientific and Industrial Research. Within universities, important issues emerged, including the need to cover the costs of research and to ensure that institutions received due benefit from the commercialisation of research.

http://theconversation.com/how-world-war-i-changed-british-universities-forever-106104 .

How World War I changed British universities forever .

Education - Council, Board, Butler, Ministry ..
Education, Training, Universities - post-WW1 ..
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Examinations - Secondary School

By the end of the 19th century there was a variety of secondary school provision:
  • public schools
  • endowed grammar schools
  • private schools
  • proprietary schools
  • higher grade schools
The Education Act 1902 (Balfour Act) allowed the newly created Local Education Authorities (LEAs) to fund ‘education other than elementary’ and this resulted in two types of state-aided secondary school:
  • the endowed grammar schools (which now also received grant-aid from LEAs)
  • the municipal or county secondary schools (maintained by LEAs)
The Education Act 1907 introduced the free place scholarship system to give promising children from elementary schools the opportunity to go to secondary school.

The provision of secondary education became compulsory under the Education Act 1918.

Secondary education was fee-paying until 1944. Fees for secondary schools were abolished by the Education Act 1944 (Butler Act).

The 1944 Education Act created the tri-partite education system in which children were streamed into Grammar Schools, Technical Schools and Secondary Modern Schools.

Public examinations were introduced in the mid-nineteenth century following requests from independent and grammar schools for Oxford and Cambridge to set a junior examination for sixteen-year-olds and a senior examination for eighteen-year-olds. Gowned ‘presiding examiners’ arrived with sealed boxes at schools and church halls across the land. The exams which were sat by only a tiny minority of the population, largely tested candidates’ memories: names of monarchs, dates of battles, biblical verses, scientific facts (1). Arguments about the validity of grades go back a long way: in 1872 one headteacher wrote to The Times complaining that the Cambridge exams were easier than the Oxford ones (2).

From 1918 the Oxford and Cambridge examinations were replaced by a School Certificate to be taken at sixteen and a Higher School Certificate at eighteen. The School Certificate required pupils to pass a group of subjects to obtain a certificate. At this time, most pupils remained at elementary school after age eleven and left school at fourteen without any formal qualifications. Even when working-class children passed the ‘scholarship’ tests (a limited precursor to the 11+; the local authority paid the secondary school fees of those who passed), their parents often couldn’t afford the uniform.

The United Kingdom School Certificate was an educational attainment standard qualification, established in 1918 by the Secondary Schools Examinations Council (SSEC).

The School Certificate Examination was usually taken at age 16. Performance in each subject was graded as: Fail, Pass, Credit or Distinction. Students had to gain six passes including English and mathematics to obtain a certificate. To obtain a "matriculation exemption" one had to obtain at least a Credit in five subjects including English, mathematics, science and a language. Those who failed could retake the examination. Some students who passed then stayed on at school to take the Higher School Certificate at age 18.

The Higher School Certificate (HSC) was an educational attainment standard qualification in England and Wales, established by the Secondary Schools Examination Council (SSEC). The Higher School Certificate Examination (HSCE) was usually taken at age 18, or two years after the School Certificate. It was abolished when A-levels were introduced in 1951. The HSC made it compulsory to study a broader range of subjects, even though some students were strong in either the sciences or the arts and humanities. When A-Levels were introduced, pupils could study a narrower range of subjects in depth, chosen according to their strengths.

The Norwood Committee on curriculum and examinations in secondary schools during WW2 discussed the extension of secondary education, which would involve changes in the exam system. The advantages and disadvantages of public exams were well understood. The Norwood Report (1943) summarises arguments offered for and against: exams are said to motivate pupils, provide teachers with a syllabus and give an objective measure of achievement, but it was also argued that they dictate the curriculum, invite children to view education simply as passing exams, encourage cramming and uniformity, and neglect the knowledge teachers acquire of the pupils in their class over time. The committee recommended that the School Certificate be replaced by separate subject exams, and, that after a transitional period, the exams should be set internally in schools by the teachers. With the exception of the CSE Mode 3 (described below), this ‘transitional period’ never gave way to the practice of internally set examinations. In contrast, teachers across much of Germany set the pre-university Abitur until recently.

After the war, as a result of the 1944 Education Act, all pupils received secondary education, but in different types of schools according to their results in the 11+ tests. For many years the vast majority, attending secondary modern schools, left before the age of sixteen without any formal qualifications. The new General Certificate of Education O (‘ordinary’)-level was almost exclusively taken by pupils attending grammar schools. However, in the early stages of the long campaign for comprehensive schools, some pupils who had failed the 11+ and had gone to secondary moderns were entered for the O-level and passed.

The School Certificate was abolished after the GCE O-Level was introduced in 1951. The School Certificate also existed in a number of Commonwealth countries such as Australia and Singapore at various times.



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