In primary education, the industrial revolution makes it more urgent to solve the problem of universal primary education. During this period, primary education has been greatly developed. 1978+0780, R Rex, a missionary and publisher who was enthusiastic about civilian education, founded a Sunday school in Gloucestershire, England. This is a free school that provides religious education and literacy education for young people who work in factories on Sundays. Rex wrote down the learning situation and purpose of this school and called it Sunday school, which aroused widespread interest in society. This kind of school can not only prevent and reduce the disorder of social order, but also anesthetize children's spirit with religious propaganda. Therefore, with the support of the rulers, Sunday schools have been established everywhere. 38660.6886868866 1
During this period, the British working class fought bravely for the right to education, which became an important aspect of the development of British primary education in the19th century. With the struggle of the working class and the support of some farsighted people, the parliament passed the Factory Law one after another, which stipulated some measures to protect child labor, including provisions on child labor education. 1802 The first factory law passed in Britain stipulated that factories should mainly educate children to read, write and calculate. The Factory Law of 1833 stipulates that child workers under the age of 14 who work in textile mills must receive two hours of compulsory education every day. In the past, the educational provisions in the factory law have not really been implemented, but they still have positive significance.
In terms of teacher education, in the 1990s from 65438 to 2008, in order to solve the shortage of teachers in the development of primary education, Lancaster, a non-religious believer, and Bell, a religious believer, created a new teaching organization form in London and Madras, India, respectively, namely tutorial system, also known as Lambert system, mutual teaching system and mutual teaching method. Methods of instructing students to transfer to other students. In a tutorial school, a teacher can teach hundreds of students with the help of tutors (specifically, tutors, assistant tutors and mutual tutors). Known as the "cheap education system", it has less money, more enrollment and flexible forms. It not only solves the difficulty of lack of teachers and education funds, but also contributes to the development of primary education, so it is widely welcomed. But this is only an emergency measure to solve the shortage of teachers and recruit poor children to study, which has the disadvantage of turning teaching into rigid mechanical training and the teaching quality is not high. 1938+0840, Kay Shatuwitz and others founded a normal college in Battersea, Greater London, England, aiming at training teachers for poor children. Also known as "St. John's College", students aged 65,438+05-42 offer courses such as gardening, housework and gymnastics. After 1948+0842, it will be subsidized by the state. After 1948+0844, it was handed over to the management of the National Association for Promoting Education for the Poor, which was mainly devoted to training teachers for manufacturing and mining areas and became the beginning of normal education in Britain.
In terms of secondary education, before the British industrial revolution, secondary schools were basically grammar schools and public schools handed down from feudal society. With the development of the capitalist system, the Parliament passed the Public Schools Act on 1868, which reformed the statutes of public schools, increased the number of representatives representing national interests in the school board, expanded the authority of the board of directors to run schools, and relaxed the identity of enrolled students. However, restrictions on family property have increased. Public schools are still schools for the children of aristocrats, big capitalists and the rich. The hierarchy of grammar schools is also very obvious. 1869, Taunton Committee, which specializes in grammar schools, divided grammar schools into three types to serve different social classes. The first type of schools implement boarding system, which aims at further study and serves the upper bourgeoisie. The second type of schools train talents in military, medical, legal, civil servants, engineering and business. Courses include Latin, English, politics, economics, mathematics and science. Students leave school at the age of 65,438+06. The third type of school is for the lower classes. The courses include Latin or a foreign language, English, history, elementary mathematics, geography and science. Students leave school at the age of 65,438+04. This system is obviously designed for the upper bourgeoisie, which protects the privileges of the nobility, and at the same time.
In terms of higher education, from17th century to the end of18th century, British higher education was still ruled by aristocrats and bourgeoisie. After 1950s, British education was in a period of great change. The government strengthened the management of universities and established the Royal University Committee (1850- 1852). In order to meet the needs of the times, Parliament passed the Oxford University Act (1854) and the Cambridge University Act (1856) successively, which opened a new era of higher education reform in Britain. After 1938+0833, although the British government decided to subsidize religious and charitable organizations to handle primary education, it failed to establish a public primary education system, and nearly one million workers won the right to vote, making universal education an urgent political need. 10016.166669606007 parliamentary reform law put forward the slogan "we must educate our masters". In fact, among the children of the working class, only two-fifths and one-third of the children aged 6 to 10 and 10 to 12 are enrolled in school respectively. There are fewer people who really receive education. This situation can not meet the urgent needs of capitalist economic development, which has attracted the attention of all walks of life in Britain. It is against this background that the Director of Education, W. F. Foster, proposed the Primary Education Bill in 1870 and it was passed. This Act is also known as the Foster Care Education Act.
The main contents of the bill are as follows: (1) The state will continue to subsidize education and set up primary schools in areas lacking schools. (2) Distribute school districts nationwide, and the elected academic committees supervise the education in the school districts. Academic committees have the right to levy local education taxes. (3) Each school district has the right to implement compulsory education for children aged 5- 12. (4) Establish or manage various churches. However, it can't get subsidies from local finance. (5) The school's general education is separated from religion. All schools receiving public subsidies are not allowed to force students to take religious courses. The promulgation of the Foster Act announced the implementation of compulsory primary education, and formed a primary education system in which public schools and missionary schools coexisted in the history of British education, thus laying the foundation for the entire British education system. At the same time, it should be noted that this bill is mainly a compromise method, not a compulsory and free method.
1870 The Foster Act has promoted the rapid development of primary education in Britain. In the 1980s, the enrollment rate of school-age children in China reached 90%, and most of them could receive 6-7 years of formal education. Many schools are faced with the new problem of providing children with a higher level of education, and the development of secondary education has become the main problem. Some places have opened higher-level schools, but they are subsidized by old funds. Education in newly-built schools cannot be called secondary education. These schools are called advanced schools, which leads to confusion in education management. In this situation, the parliament of 1902 passed the education bill proposed by the Bulgarian Prime Minister A·J· Balfour. This bill is called 1902 Education Law, also known as Balfour Education Law.
The main contents of the bill are as follows: (1) Abolish the original local education committees and school attendance supervision committees, and set up local education bureaus in county councils and county-level cities to manage school education. (2) Local education bureaus have established and funded secondary schools, secondary specialized schools and vocational schools. And provide local taxes. (3) The local education bureau has the right to reject the unqualified principals and teachers selected by the school management committee. (4) Local education bureaus subsidize private and almost all missionary schools to further strengthen control. (5) The local education bureau needs to investigate the educational needs in this area and make plans to expand and coordinate different types of education. And consider the relationship between primary education and secondary education in this area. The Balfour Act, including the national cooperation system of education in England and Wales, ended the long-term confusion of education in Britain and promoted the development of secondary education in Britain. In Britain, an educational administrative leadership system was formed, with local education bureaus as the main body, and parliament, education committee (1944 changed to Ministry of Education) and local education bureaus as the combination, which became an important education bill in the history of British education development.
Since the First World War, Britain's economic and military strength and international status have been declining due to the consumption of the war and the continuous blow of the post-war world economic crisis. During this period, in order to continue to compete with other capitalist countries, and because of the people's struggle for the right to education and the influence of the "new education" trend of thought, Britain tried to continuously improve its education level. The British Parliament passed an education bill named after Fisher, then Minister of Education and Culture, aiming at establishing a public education system for all. The main contents are as follows: (65,438+0) Local authorities set up preschool classes for children aged 2-5. (2) The length of compulsory education is extended to 5-65,438+04. Primary schools are divided into two stages: 5-7 years old and 7- 1 1 year old. It advocates the concept of "new education" in primary schools, and the teaching content pays attention to the principle of "taking children as the center". (3) Free education is implemented in primary schools. (4) Continuing education schools are set up for over-age teenagers (the initial age of students is 65438+) and later changed to14-18 years old). (5) Reform the examination system. Simplified off-campus exams are divided into school certificate exams (16 years old) and advanced school certificate exams (18 years old). (6) It is forbidden to employ children under the age of 12. The public school system of Fisher Act, secondary schools and various vocational schools. However, most students in these schools are children of working people. Young people from wealthy families still enter public schools and grammar schools through family education or preparatory schools to prepare them for entering universities in the future. This point was further affirmed in the report "Youth Education" published by 1926 Labor Party government (also known as "Hado Report"). Obviously, during this period, education in Britain was still dual-track.
Fourth, education after World War II.
During the Second World War, education in Britain was severely damaged. In order to restore education and rebuild the economy, the government published the white paper "Education Reform" in 1943. Its central suggestion is that the statutory public education system should be divided into three stages: primary education, secondary education and continuing education. 1944, Minister of Education R.A. Butler introduced an education bill in Parliament.
The Act consists of 65,438+022 sections. The main contents are as follows: (65,438+0) Abolish the Central Education Department established in 65,438+0,899, and set up the Ministry of Education as the leading body of national education administration, so as to strengthen the state's control and leadership over education. (2) Abolish the previous discontinuous and overlapping academic system of primary and secondary education. The statutory public education system is divided into three successive stages: primary education (5-1 1), secondary education (118) and continuing education (for young people who have left school). (3) The years of compulsory education will be shortened from the original nine years. (5) Areas with conditions can be extended by another 65,438+0 years. (4) Public schools are free and provide different types of education according to students' age, ability and sexual orientation. (5) Religious schools are incorporated into the national education system, and all public and private schools stipulate religious education. (6) All kinds of independent schools must be registered and inspected by the Ministry of Education. (7) The responsibilities of local education authorities are specified in detail: providing special education for disabled children; Pay tuition fees for a few students admitted to fee-paying schools, provide living allowances for public school students, and provide scholarships for students receiving continuing education and higher education; Responsible for organizing amateur cultural and recreational activities for teenagers; Provide preschool education for children aged 2-5; Establish county colleges to provide part-time education for young people who leave school under 18, and so on.
The Butler Act laid the foundation for Britain's post-World War II education system. However, the educational system of coexistence of public schools and missionary schools left over from history has not completely changed, and public schools have not been included in the national education system. It is a very difficult task to realize the provisions of the bill. Many parts of the bill were later amended by nearly 20 postwar education decrees and other parliamentary decrees, especially the London Government Act (1963), the Local Government Act (1972) and the Employment and Training Act (1973). The provisions of these decrees have not changed.