1、英國教育體系英文版介紹短文英國教育體系英文版The events that lead directly to the birth of the modern system of education in England are to be sought mainly in the second half of the 19th-century.There were certain individuals at the benning of the 19th century who were in favour of widespread education,however,for a numb

2、er of reasons,they did not have the backing either of the government or of the people.Later on in the century leaders of the Chartist Movement and the Radals were in favour of some sort of national system of education.However,it is safe to say that there was no widespread desire for the education of

3、 the population as a whole.In the social leslation of this period education did not bee a real priority until the year of the first Education Act,1870.Obstacles in way of a national system of free pulsory educationThe establishment of a national system of education came late in England mainly becaus

4、e of the social,econom and relious climate of the century.1.The higher classes of society had no interest in advocating the cultural development of the working classes.On the contrary,the effects of the revolutionary spirit in Europe reinforced conservative attitudes that were certainly not conduciv

5、e to advocating the development of the crital faculties of the people as a whole.2.Neither did the vast majority of the working class have any real interest in education.Child labour was mon practe in this period and working-class families were very reluctant to ve up the earnings of their children

6、for the benefit of education.The employment of children continued to increase even after 1850.3.Also the effect of Protestantism,with its emphasis on individualism,personal salvation,the private reading and interpretation of Scripture,ran contrary to any sort of collectivist thought.4.Relious conflt

7、 also delayed the establishment of a national system of education.One ele of this can be seen in the reaction to the clauses regarding education in the 1843 Factory Bill.There was violent opposition on the part of nonconformists and Cathols alike because,according to the Bill,headmasters had to be o

8、f the Church of England.Furthermore,the children were to be taught the catechism and be present at liturgal celebrations as well as serve on Sundays.The Bill failed.5.The idea of secular education had never been popular during the century.Education had almost eclusively been under the control of the

9、 established church.Furthermore,we should not forget the conflt between secular and relious thought that characterised the century,especially the latter half.ven the cultural and relious climate of the century it became obvious that any nondenominational system of education would be well nigh imposs

10、ible.It was only in the 20th century,with the rise of indifference towards relious teaching,that general nondenominational schooling became possible.Denominational education was further reinforced by the increase in the Cathol population due to the wave of Irish immigrants during and follog the Grea

11、t Famine in Ireland (1845-50).6.It was also thought that the voluntary school system was quite successful and that it was better not to encourage government intervention.Furthermore,the dominant laissez-faire theory of the time meant that,as in most areas,any direct intervention on the part of the s

12、tate in the field of education was to be discouraged.The state was only too hy to leave education to the private sector,voluntary or otherwise.Education could not constitute an eception to the tenaciously upheld doctrine of laissez-faire.However,these voluntary institutions did not have the influenc

13、e or power to construct a nationwide system.Econom development and the increase of wealth were seen to be priority issues.The question of education only attracted very limited attention.Tendencies and events favouring national educationNot everything was negative; there were quite distinct undercurr

14、ents of thought benning to emerge that eventually led to the 1870 Education Act.During the century,and partularly during the second half,we have the bennings of a national system of education that owes its birth to many factors.1.From the first decade of the 19th-century there emerged indations of n

15、ew thinking in the field of education.Of partular interest is the Bill introduced into the House of mons by Samuel Whitbread in 1807.2.In 1807 Samuel Whitbread proposed to deal with the whole of the Poor Law with the introduction of a Bill in the House of mons.Of partular interest is the first part

16、of the Bill,whh dealt specifally with education.Whitbread advocated making the parish responsible for education and proposed that each child should have two years of education between the ages of 7 and 14.He thought this would reduce crime and pauperism.3.It was considered too epensive to implement

17、and it was also thought that the introduction of such a scheme would take the people away from manual work and make them dissatisfied with their social situation.Although unsuccessful the thought of generalised education for the masses was even then being epressed and was later to be reiterated cons

18、tantly throughout the century eventually leading up to the 1870 Education Act.4.The idea of widespread education was also helped by the gradual increase in collectivist thought especially after 1865.This is quite evident in the works of Carlyle and Ruskin.It was only after this date that any idea of

19、 widespread state intervention in the field of education could find fertile ground.5.The various Factory Acts of 3,1844,and 1867 were another contributory factor towards the general tendency towards national education.These acts focused not only on the condition of workers but they also had the effe

20、ct of imposing certain restrtions on child labour,whh in turn favoured the opportunity of an alternative:education for the child.6.In the second half of the 19th-century crime and pauperism increased,so did riots strikes and social unrest.The mercial and manufacturing supremacy of Britain was in dec

21、line and this was seen to be mostly due to the fact that other European countries had a more developed technal education system.Polital stability and econom prosperity now seemed to be associated with the education of the people.Education now seemed financially viable.7.In 1869 two other societies w

22、ere established:the Education League,whh turned secular and the National Education Union,whh was conservative and Anglan.It was mainly due to these two societies that the Education Act of 1870 was passed.The Education Act of 1870It was with the Education Act of 1870,also known as the Forster Act,tha

23、t we have the real birth of the modern system of education in England.This not only gave rise to a national system of state education but also assured the eistence of a dual system - voluntary denominational schools and nondenominational state schools.The act required the establishment of elementary

24、 schools nationwide.These were not to replace or duplate what already eisted but supplement those already run by the churches,private individuals and guilds.The country was divided into school distrts and in those areas where there was inadequate provision school boards were to be elected.These were

25、 responsible for raising suffient funds to maintain the schools.The schools were often called board schools.These elementary schools had to be non-denominational.The school boards could charge a weekly fee not eceeding 9 pence.For a limited period the school boards could pay the fees if the parents

26、were unable to do so.The Voluntary Schools could also receive such payment of fees from the school boards.They had to guarantee attendance for all children in their respective distrts between the ages of 5 and 13.The School Board could oint offers to enforce attendance.These offers or Board Men,as t

27、hey were monly known,became one of those terribly menacing figures firmly implanted in the minds of young schoolboys.This figure was an effective deterrent in playing truant.All the more menacing because the child could only pture him in his imanation (if he faithfully attended school,that is!).He was also known as the School Attendance Offer.Relious instruction was an integral part of the school currulum but was not pulsory.This was to be nondenominational.Since 1870 Voluntary Schools declined ecept Rom