The events that resulted directly in the emergence of modern education system in Britain were majorly experienced in the second half of the 19th century. Various people during the beginning of the nineteenth century who favored broad education, nonetheless, these individuals were not satisfactory since they lacked much-needed support from the government and individuals. Later on, in the century, leaders from of the Chartist Movement and the radicals began favoring some national system of education. During this period, there was no much desire for education from the people, and this hampered the initiatives of having an education system. Also, social legislation during this particular period did provide a good environment to implement an education system until the first education Act of 1870 (Gillard). However, the education system of that specific period was different from the current education system due to drastic changes that the system has undergone over the last two centuries.
During this early period, the government was less involved in the education and Churches and individuals played an essential role in the establishment of schools and state involvement came late. For instance, some schools were periodically started by rich individuals in the society. The schools were independently financed and privately owned and were frequently referred to as excellent grammar and public schools. Grammar school were the usual civic foundation and were mostly endowed from fortunes of merchants(Gillard). The schools were linked mainly with both state education sector and new independent. The schools saw themselves to be part of growing market for education, yet they were built on precarious finances and did not survive for long. Nonetheless, most of these schools were mostly attended by rich families and those who could not afford the education could not participate in. Most individuals that attended these school remained illiterate and innumerate for life (Tang and Mark).
The education system during this early period reflected the social status of the society and not everybody was allowed to attend education in any institution as it is in the current education system. For example, there was grammar school that offered formal opportunities and children that went to this schools were from families that are well-off in the society. There were charity schools which were less structured and geared mainly towards the poorer section of the society. Most of this charity skills were provided by churches and wealthy industrialist, and other were provided by organized voluntary society(Gillard). Most of these schools did not offer adequate education. By the nineteenth century, Protestant churches that were building such school lost their monopoly to roman catholic church. Church schools safeguarded their independence from interferences from state and ensure that charity school remained relevant. There were also other types of school which were grouped under the heading of dame schools. Most of this schools were managed and run by retired soldiers who for small fees provided basic education which included arithmetic, reading, and writing to children of poorer tradesman (McLean).Furthermore, adequate school education remained at the provincial level and a few Schools within states. There was a time when the education offered by privates schools and charity entities, however, they were revived during the nineteenth century. The education system had some weaknesses such as narrow curriculum and indiscipline which were reformed during the nineteenth century by successive headmasters such as Thomas Arnold. There was also an expansion of private grammar and high school, which copied the classic-based education which was offered by public schools. In early nineteenth century, fees scholarship were provided to children from needy families to attend secondary education Tang, (Kwok and Mark). Nonetheless, such move did not play an essential role in the expansion of secondary schools, and by 1920, only 8% percent of 15 years-old children in England and Wales were capable of joining the secondary school on the scholarship basis(McLean). During the same century, it is evident that the education system was still insufficient for the needs of society as children from needy families did not enjoy extensive education and the government did not adequately commit itself in the education sector until 1944. During this particular period, the Butler Act was enacted which drastically changed the education system. State schooling became free, and a must up to the age of fifteen and was divided into three stages, primary (5-11 years) secondary schools(11-15 and after that, there was post-school training. An education ministry was established to draw up policies guidelines that drove the education sector(McLean).
Current Education System
The current education system is divided into stages, unlike early education system where children attended classes just with the aim of knowing how to read and write. Stage one and two is always undertaken at a primary and at 11 years old, students move onto secondary school. From 11 to 16 years, the child enters secondary school for stage three and four and begin their move towards taking GCSEs. The students then extend to further education upon completing secondary education, and after this, the student has an option of attending higher education (Perera, Mike and Rebecca)Schools are currently more diverse since the population of the country has moved from homogenous, and there are more minorities and English learners. The principal contributor to such diversity is due to the existence of students from different countries who want to study in Britain. The schools are no longer homogenous as they used to be an education system has been modified to accommodate the changing population. The schools also have a lot of requirement to meet. In the twenty-first century, standard and accountability movement, No Child Left Behind And Common Core have led to increased demands that schools are required to fulfill legally, as such, school curriculum is more homogenous even as the population continues to be diverse (Perera, Mike and Rebecca).
The technology has also changed the education style in the twenty-first century. The technology has eliminated classrooms, and students can now attend their classes online. Hundred years ago, technology did not exist, but at the moment, students can sit in classrooms in front of computers. The government has a big stake in the education system as compared to during the seventeenth and eighteenth century. The current education system is highly regulated by the government, and it remains the most significant shareholder(Hansen and Anna).
Both modern and early education system played an essential role to citizens. For example, during the eighteenth century during industrialization, there was the need for skilled personnel to work in some of the industry. As such, the emergence of English grammar schools and arithmetic education prepared individual s to hold some position in some of these industries. Also, the only subject that was analytically in grammar school was Latin grammar literature since the aim of these schools was firmly vocational. They aimed at preparing children for entry to the church. As such, most of the children were taught church-related activities and hence the education mostly prepared to conduct and understand the services of the services of the church and read a bible and the writings of Christian Fathers. Furthermore, Grammar school were the usual civic foundation and were mostly endowed from fortunes of merchants. As such, some individuals learned some entrepreneurship skills as a result of attending schools (Hansen and Anna).The modern education also has the better share of changing individuals life by exposing them to various job opportunities. The education system comprises of different discipline that individual focus on and these disciplines clear shows what the person will become. For instance, individuals can become doctors, teachers, entrepreneurs among others. Education aims at equipping someone with life surviving skills. However, there are those who end up not attending schools due to one reason or another while others drop out of school. Such individuals have still ended up being successful and influential people in the society even with formal education(Perera, Mike and Rebecca).
The essay has compared the education style and system during the seventeenth, eighteenth, nineteenth century to the cure education system. The education system and styles might be different,; however, there are some similarities between the old system and the current system. The current education system and styles are as a result of an early education system and hence it might be the same education system, but there is some development that has taken place over the last two centuries.
Gillard, Derek. "Education in England: a brief history."6:7 (2011):9-20
Hansen, Kirstine, and Anna Vignoles. "The United Kingdom education system in a comparative context." Whats the Good of Education (2005): 13-35.McLean, Ralph. The Enlightenment. History at the Higher Education Academy, 5:7 (2010): 5-10
Perera, Natalie, Mike Treadaway, and Rebecca Johnes. "Education in England: progress and goals." (2016). 13-40
Tang, Kwok-Chun, and Mark Bray. "Colonial models and the evolution of education systems-Centralization and decentralization in Hong Kong and Macau." Journal of Educational Administration38.5 (2000): 468-485.
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