20th+: Technical Colleges

Wednesday, October 9, 2013

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.