Technical education first rose in Britain, which prepared important conditions for Britain's industrial revolution. The British bourgeoisie is very concerned about science and technology. In order to meet the needs of the bourgeoisie for scientific and technological knowledge, the Spittal Phil Mathematical Association was established in 17 17, and the Manchester Mathematical Association was established in17/8. The purpose of these two associations is to solve problems related to textile technology and provide information to capitalists. In the middle of the18th century, various associations appeared all over Britain, such as reward learning association and technology promotion association. These associations mainly disseminate scientific knowledge to the broad masses and promote the development of science, technology and technology.
These people of insight not only use these private associations and workshops to enlighten the masses, but also impart natural philosophy and applied scientific knowledge to workers in the form of lectures. For example, Anderson taught experimental philosophy to workers at Glasgow University; Nicholson opened an evening school in London for carpenters and workers to learn applied mathematics. The popularization of science and technology in the industrial field has thus prepared technical conditions for the arrival of the industrial revolution.
The industrial revolution has set the development direction for education. After the British industrial revolution began, not only a lot of science and technology were applied to industrial production, but also higher requirements were put forward for science and technology. So 1838, the royal college decided to offer two courses: civil technology and mechanical technology. 1844 based on the above two courses, a comprehensive department of science was established to carry out technical education. London college also offers three courses: technology, mechanical technology and mechanics. "In addition, due to the increasing demand for coal in the industrial revolution, the coal industry has developed. For the safety of coal mines, the government established a mine school in 1850 to carry out professional and technical education and training necessary for maintaining mine safety.
After the completion of the industrial revolution, Britain became a veritable factory of the world. In order to maintain Britain's industrial and technological advantages in the western world, it is necessary to further develop science and technology and revitalize education. The specific methods are as follows: First, reform the old university, that is, transform the university into a scientific research base and a place to train scientific and technological talents. To this end, Oxford and Cambridge universities should be reformed. 1872, Oxford University established Clayton Institute under the leadership of physicist Clifton. Cambridge University has also established a research institute led by maggs Weil. At the same time, the British government established some new universities. For example, Birmingham Institute of Technology, Reading Institute of Technology, Exeter University of Technology, etc. The British government attaches great importance to the technical education of workers while attaching importance to higher education. This is mainly achieved through the form of technical schools. In addition to primary education, young workers also receive education in mechanical drawing, arithmetic, bookkeeping and architecture. Technical schools are developing in the form of "night universities", which has played a great role in improving the cultural and technical quality of workers.
Germany used to be a backward country in Europe. Germany was an agricultural country in18th century or even in the first half of19th century. However, from the 1970s of 19, there was a sudden change, from a grain exporter to a machinery exporter. 19 13 machinery output has surpassed that of Britain and America, ranking first in the world. Although this great change began in the second half of19th century, its technical education has already prepared for this change.
Boyt (1781-1853) served as the director of Prussia's industrial and commercial bureau from 18 1845. In order to cultivate industrial talents, he established 20 local industrial schools and a Berlin central industrial school in 25 districts of Prudential. Courses offered by industrial schools include: home appliance painting, freehand brushwork painting, model making, pure mathematics, applied mathematics, physics, chemistry and German. The land and facilities of the school are provided by the host city, and the rest are all borne by the state. Although industrial schools have been perfected after several reforms, with the maturity of German industrial revolution and the continuous improvement and diversification of technical level, every industrial department needs talents with special expertise, and local industrial schools have lost the ability to adapt to this need. As a result, some local industrial schools were closed, while others were transformed into practical schools and specialized schools.
Practical schools are comprehensive schools with three types: one is a nine-year six-class first-class practical school with 26 schools; Second, there are 30 secondary practical schools with uncertain academic system and classes; The third is a seven-year five-class senior school. 1882, the first-class practical school was renamed as the advanced practical middle school. Since then, senior practical middle schools have competed with the former senior middle schools. But generally speaking, practical middle schools mainly carry out technical education. For example, from 1836 to 1860, most of the graduates of breslau Normal University are engaged in capitalist enterprise activities such as commerce, factory management, agriculture, construction, mining, metallurgy, printing and dyeing.
There are many kinds of specialized schools, which can be roughly divided into five categories: agricultural and fishery schools, mining industry schools, commercial and transportation schools, home economics schools, military and free vocational schools. These schools are run by different authorities in each state. Their task is to train various professional and technical personnel at different levels.
Boyt changed Berlin Central Technical School to Berlin Technical University in 1866, and upgraded to Berlin Technical University in 1879, with four departments of machinery, metallurgy, chemistry and shipbuilding. By the end of 19, with more than 3,000 students, it has developed into a powerful engineering university.
The establishment of Berlin University of Technology accords with the process of German industrialization and the development of industrial revolution. The German University of Technology is an independent university, not an engineering college in a comprehensive university, and it is more closely related to industrial production. In addition to the Technical University of Berlin, eight engineering universities have been established, including Aachen and Brunswick. German engineering universities mainly train scientists, technicians and entrepreneurs. According to the statistics of 1897, there are more than 1 10,000 students in nine engineering universities in Germany. Graduates from engineering universities are distributed in various important industrial sectors in Germany. According to Peter, President of the German Engineering Association, in 898, there were 32,865,438+0 technicians in the 105 institutions of the most famous industrial companies in Germany, of which 65,438+0,654,38+0,24 were engineering university graduates. If the first half of19th century is the heyday of comprehensive technical schools, then the second half of19th century is the period when German engineering universities shine brilliantly. A large number of scientific and technological talents they trained have made great contributions to the rapid development of German industrial production and leapt to the forefront of the world.