Thursday, October 24, 2013

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

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 ..

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.



Monday, October 21, 2013

Higher Education - UK

 The Victorian era had seen the establishment not only of schools open to women, but also of universities, and colleges within Oxford and Cambridge. Many of the universities founded in the Victorian era were co-educational from the start, and the red-brick universities of the early 20th century followed suit. The University of London was the first in the UK to award degrees to women, which it did in 1878. This progress moved alongside the campaign to give women the vote. Many women campaigned for both, while others, such as the writer Gertrude Bellfelt that education had to come first, so that when granted the vote, women would be well enough educated to use enfranchisement wisely.

In 1918, women in the UK were finally given the vote, if not quite on equal terms with men (that came in 1928). In 1920Oxford became the second-to-last university in the UK to allow women to become full members and take degrees; previously, they had been allowed to study there, but not been given an equivalent award to men. Only in 1948 did Cambridge follow suit; when the idea had first been voted on in 1897, there had been a near-riot in the city, with male undergraduates burning effigies of female scholars, and throwing fireworks at the windows of women’s colleges. Even then, the university was allowed to limit the numbers of female students relative to men, and used that power to the full.

Higher Education in the UK: The new University of London achieved one of the principal goals of the founders of UCL: it was the first university in England to award degrees without any religious test. The first degrees were conferred in 1839 to students from UCL and King's College London. But from 1840 it affiliated other colleges and schools, opening up the possibility of degrees for many students who would not previously have attended a university. Another big step came in 1858 when the system of affiliated colleges was abandoned and London degrees were opened to any man who passed the examination. From 1878University of London degrees were opened to women - the first in the United Kingdom.

In 1845, Queen's Colleges were established across Ireland: in Belfast, Cork and Galway, followed by the establishment of the Queen's University of Ireland in 1850 as a federal university encompassing the three colleges. In response, the Catholic University of Ireland (never recognised as a University by the British state, although granted degree awarding power by the Pope) was established in Dublin by the Catholic Church. This eventually led to the dissolution of the Queen's University in 1879 and its replacement by the Royal University of Ireland, an examining board after the pattern of the University of London.

The first women's college was Bedford College in London, which opened in 1849. It was followed by Royal Holloway (with which it merged in the 1980s) and the London School of Medicine for Women in London and colleges in Oxford and Cambridge. After London opened its degrees to women in 1878, UCL opened its courses in Arts, Law and Science to women, although it took the First World War to open up the London medical schools. By the end of the 19th century, the only British universities not granting degrees to women were Oxford, Cambridge and Dublin.

Non-Anglicans were admitted to degrees at Oxford in 1854, Cambridge in 1856 and Durham in 1865. The remaining tests were (except in theology) removed by the University Tests Act 1871, allowing non-Anglicans to become full members of the University (membership of Convocation at Oxford and Durham or the Senate at Cambridge) and to hold teaching positions.

An Act of Parliament was passed in 1858 that modernised the constitutions of all of the Scottish universities. Under this Act, the two universities in Aberdeen were united into the University of Aberdeen (explicitly preserving the foundation date of King's College) and the University of Edinburgh was made independent from the town corporation.

Civic universities were distinguished by being non-collegiate (and thus, at the time, non-residential) institutions founded as university colleges that admitted men without reference to religion and concentrated on imparting to their students "real-world" skills, often linked to engineering. All were established as universities by royal charter, with an accompanying act of parliament to transfer the property and assets of the university college to the newly incorporated university. Most gained their status in the period 1900–1959. However, some institutions generally regarded as civic universities and sharing many elements of common history with these universities gained university status later than 1959 (e.g. Newcastle in 1963 or Cardiff in 2005).

The first of the civic university colleges was the Anglican Queen's College, Birmingham, built on the nucleus of the Birmingham Medical School, which gained its royal charter in 1843 but did not ultimately prove a success. This was followed in 1851 by Owens College, Manchester. Further university colleges followed in Newcastle (1871), notable for admitting women to its courses from the start, Aberystwyth (1872), Leeds (1874), Bristol (1876), Sheffield (1879), Mason College, Birmingham (1880), Dundee (1881), Liverpool (1881), Nottingham (1881), Cardiff (1883), and Bangor (1884). With the exceptions of Newcastle (associated with Durham) and Dundee (associated with St Andrews), all of the university colleges prepared their students for London degrees.

https://www.oxford-royale.com/articles/history-womens-education-uk/#aId=28dd2c87-f658-43da-9d5c-e4fd22a268bf .

Wednesday, October 16, 2013

Mechanics' Institutes

Mechanics' institutes are educational establishments, originally formed to provide adult education, particularly in technical subjects, to working men. Similar organisation are sometimes simply called "institutes". As such, they were often funded by local industrialists on the grounds that they would ultimately benefit from having more knowledgeable and skilled employees (such philanthropy was shown by, among others, Robert Stephenson, James Nasmyth, John Davis Barnett and Joseph Whitworth). The mechanics' institutes were used as "libraries" for the adult working class, and provided them with an alternative pastime to gambling and drinking in pubs.

The world's first mechanics' institute was established in Edinburgh, Scotland, in October 1821 as the School of Arts of Edinburgh (later Heriot-Watt University), with the provision of technical education for working people and professionals. Its purpose was to "address societal needs by incorporating fundamental scientific thinking and research into engineering solutions". The school revolutionised access to education in science and technology for ordinary people.

The second institute in Scotland was incorporated in Glasgow in November 1823, built on the foundations of a group started at the turn of the previous century by George Birkbeck. Under the auspices of the Andersonian University (est. 1796), Birkbeck had first instituted free lectures on arts, science and technical subjects in 1800. This mechanics' class continued to meet after he moved to London in 1804, and in 1823 they decided to formalise their organisation by incorporating themselves as the Mechanics' Institute.

The first mechanics' institute in England was opened at Liverpool in July 1823. The London Mechanics' Institute (later Birkbeck College) followed in December 1823, and the mechanics' institutes in Ipswich and Manchester (later to become UMIST) in 1824. 

In 1823, Sir George Birkbeck, a physician and graduate of the University of Edinburgh and an early pioneer of adult education, founded the then "London Mechanics' Institute" at a meeting at the Crown and Anchor Tavern on the Strand. More than two thousand people attended. However the idea was not universally popular and some accused Birkbeck of "scattering the seeds of evil."

In 1825, two years later, the institute moved to the Southampton Buildings on Chancery Lane. In 1830, the first female students were admitted. In 1858, changes to the University of London's structure resulting in an opening up of access to the examinations for its degree. The Institute became the main provider of part-time university education.
  • In 1866, the Institute changed its name to the Birkbeck Literary and Scientific Institution.
  • In 1876, the London Society for the Extension of University Education was founded, boosting the aims of encouraging working people to undertake higher education. 
  • In 1885, Birkbeck moved to the Breams Building, on Fetter Lane, where it would remain for the next sixty-seven years.
  • In 1903, the Department of Extra-Mural Studies of the University of London and it was integrated into Birkbeck (in 1988 as the School of Continuing Education). 
  • In 1904, Birkbeck Students' Union was established.
  • In 1907, Birkbeck's name was shortened to "Birkbeck College". 
  • In 1913, a review of the University of London (which had been restructured in 1900) successfully recommended that Birkbeck become a constituent college, although the outbreak of the First World War delayed this until 1920. The Royal Charter was granted in 1926.
  • In 1921, the college's first female professor, Dame Helen Gwynne-Vaughan, began teaching botany. Other distinguished faculty in the inter-war years included Nikolaus Pevsner, J. D. Bernal, and Cyril Joad.
  • During WW2, Birkbeck was the only central University of London college not to relocate out of the capital. In 1941, the library suffered a direct hit during The Blitz but teaching continued. During the war the College organised lunch time extramural lectures for the public given by, among others, Joad, Pevsner and Harold Nicolson.
By the mid-19th century, there were over 700 institutes in towns and cities across the UK and overseas, some of which became the early roots of other colleges and universities. For example the University of Gloucestershire, which has the Cheltenham Mechanics' Institute (1834) and Gloucester Mechanics' Institute (1840) within its history timeline. It was as a result of delivering a lecture series at the Cheltenham Mechanics' Institute that the radical George Holyoake was arrested and then convicted on a charge of blasphemy.

The Industrial Revolution created a new class of reader in Britain by the end of the 18th century, "mechanics", who were civil and mechanical engineers in reality. The Birmingham Brotherly Society was founded in 1796 by local mechanics to fill this need, and was the forerunner of mechanics' institutes, which grew in England to over seven
hundred in number by 1850.


G. Jefferson explains that:

The first phase, the Mechanics Institute movement, grew in an atmosphere of interest by a greater proportion of the population in scientific matters revealed in the public lectures of famous scientists such as Faraday. More precisely, as a consequence of the introduction of machinery a class [of] workmen emerged to build, maintain and repair, the machines on which the blessing of progress depended, at a time when population shifts and the dissolving influences of industrialization in the new urban areas, where these were concentrated, destroyed the inadequate old apprentice system and threw into relief the connection between material advancement and the necessity of education to take part in its advantages.
Small tradesmen and workers could not afford subscription libraries, so for their benefit, benevolent groups and individuals created mechanics' institutes that contained inspirational and vocational reading matter, for a small rental fee. Later popular non-fiction and fiction books were added to these collections. The first known library of this type was the Birmingham Artisans' Library, formed in 1823.

Some mechanics' libraries lasted only a decade or two, many eventually became public libraries or were given to local public libraries after the Public Libraries Act 1850 passed. Though use of the mechanics' library was limited, the majority of the users were favourable towards the idea of free library use and service, and were a ready to read public when the establishment of free libraries occurred.

Beyond a lending library, mechanics' institutes also provided lecture courses, laboratories, and in some cases contained a museum for the members' entertainment and education. The Glasgow Institute, founded in 1823, not only had all three, it was also provided free light on two evenings a week from the local gas light company. The London Mechanics' Institute installed gas illumination by 1825, revealing the demand and need for members to use the books.


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 .

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...