In primary education, the industrial revolution has made it more urgent to solve the problem of popularizing primary education. During this period, primary education has been greatly developed. 1780, R. Rex, a missionary and publisher who was enthusiastic about civilian education, founded 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. In 1783, Rex wrote down the learning situation and the purpose of running this kind of school, and called it Sunday school (also known as "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 with religious propaganda. Therefore, with the support of the rulers, Sunday schools were established everywhere. The Sunday School Association was founded in 1785. /kloc-In the middle of the 0/9th century, there were 2.5 million students in such schools in Britain.
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 and attached provisions on child labor education. 1802 The first factory law passed in Britain stipulated that factory owners should 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 2 hours of compulsory education every day. In the past, the education clause in the factory law has not really been implemented, but it still has positive significance.
In normal education, in order to solve the shortage of teachers in the development of primary education from 65438 to 1990s, Lancaster, a non-national believer, and Bell, a national believer, respectively created a new teaching organization form in London and Madras, India, namely tutorial system, also known as Lambert system, mutual teaching system and mutual teaching method. This is a way in which teachers instruct students to teach and then instruct students to teach 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). Because of its low cost, large enrollment and flexible form, it is known as the "cheap education system". 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 disadvantages of turning teaching into boring and mechanical training, and the teaching quality is not high. 1840, Kay Shatuwitz and others founded a normal college in Battersea, Greater London, England, also called "St. John's College" to train teachers for poor children. Students' age is 15-42 years old, and courses in gardening, housework and gymnastics are offered. 1842 state subsidy. After 1844, it was handed over to 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, the secondary schools before the industrial revolution in Britain 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, there are more and more restrictions on family property, and public schools are still schools for the children of nobles, big capitalists and rich people. The hierarchy of grammar schools is also very obvious. From 65438 to 0869, the Downton 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 education and serves the upper bourgeoisie. The second kind of schools train military, medical, legal, civil servants, engineering and commercial talents. Courses include Latin, English, politics, economics, mathematics and science. Students leave school at the age of 16. The third kind of school is for the lower classes. These courses include Latin or foreign languages, English, history, elementary mathematics, geography and science. Student/kloc-left school at the age of 0/4. Obviously, this system is designed for the upper bourgeoisie. It retains the privileges of the nobility, and at the same time opens up new educational opportunities for professionals and wealthy businessmen, which is not conducive to the working class.
In terms of higher education, from17th century to the end of18th century, British higher education still belonged to the rule of aristocrats and bourgeoisie. After 1950s, British education was in a period of great change. The government has strengthened the management of universities and established the Royal University Committee (1850- 1852), aiming at reforming the old university statutes and regulations and offering new courses to meet the needs of the times. The Oxford University Act (1854) and the Cambridge University Act (1856) were passed in Parliament one after another, which opened a new era of British higher education reform. After 1833, although the British government decided to subsidize religious and charitable organizations to handle primary education, it failed to establish a public primary education system. 1867, the parliament passed the reform law, and nearly one million workers won the right to vote, so universal education became an urgent political need. The parliamentary reform law put forward the slogan "We must educate our masters". In fact, among the working-class children, only two-fifths and one-third of the children aged 6 to 10 and 10 to 12 are in school respectively, and even fewer people actually receive education. This situation can no longer 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, put forward the Primary Education Bill in 1870, which was passed. This Act is also known as the Foster Care Education Act.
The main contents of this bill are as follows: (1) The state will continue to subsidize education and set up primary schools in areas lacking schools. (2) The whole country is divided into school districts, and the elected academic committees supervise the education in this district. 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) Schools established or managed by various churches can be regarded as part of national education, but they cannot receive subsidies from local finance. (5) General education in schools is separated from religion. 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, we should also see that this bill is mainly a compromise method, not to establish a new compulsory and free national education system, but to make up for the shortcomings of missionary schools.
1870 The Foster Act has promoted the rapid development of primary education in Britain. From 65438 to 1980s, the enrollment rate of school-age children in China reached 90%, and most children could receive 6-7 years of formal education. Many schools are facing the new problem of providing high-level education for children, and the development of secondary education has become the main problem. In some places, higher-level schools have been set up. However, due to the restrictions of the old funding regulations, the education conducted by newly established schools cannot be called secondary education, and these schools are called advanced schools, which leads to confusion in education management. In this situation, 1902, the parliament passed the education bill proposed by the prime minister of the conservative government, A·J· Balfour. The history of this bill is called Education Law 1902, also known as Balfour Education Law.
The main contents of the bill are: (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 the right to establish and subsidize 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 provide financial assistance to private and almost all missionary schools to further strengthen control. (5) Local education bureaus need to investigate the educational needs in their own regions, make plans to expand and coordinate different types of education, and consider the relationship between primary education and secondary education in their own regions. The Balfour Act, which includes the national cooperation system of education in England and Wales, ended the long-term confusion of education in Britain, promoted the development of secondary education in Britain, and formed an educational administrative leadership system with local education bureaus as the main body, parliament, education committee (the Ministry of Education changed from 65438 to 0944) and local education bureaus, which became an important education bill in the history of British education development.
After 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. 19 18, the British Parliament passed an education bill named after Fisher, then Minister of Culture and Education, aiming at establishing a public education system for all. The main contents are as follows: (1) Local authorities set up preschool classes for children aged 2-5. (2) The length of compulsory education is extended to 5- 14 years old, and the primary school stage is divided into two stages: 5-7 years old and 7-1/one 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", focusing on activity classes and art classes. (3) All primary schools should implement free education. (4) Establish a continuing education school for over-age teenagers (the age of students is 14- 16, later changed to 14- 18). (5) Reform the examination system. There are two kinds of simplified off-campus exams: school certificate exam (16 years old) and advanced school certificate exam (18 years old). (6) It is forbidden to employ children under the age of 12. Fisher Act initially established a public school system including preschool, primary school, middle school 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 for college in the future. This point was further affirmed in the Youth Education Report (also known as the Hado Report) published by the Labor Government 1926. Obviously, the British education in this period was still a dual-track system, and the economic backgrounds of young people and children studying on different academic tracks were obviously different, so this academic system was criticized in many ways.
Fourth, education after World War II.
During the Second World War, British education was severely damaged. In order to restore education and rebuild the economy, 1943, the government published a white paper on education reform. Its central suggestion is that the statutory public education system should be divided into three stages: primary education, secondary education and continuing education. 1944, the Minister of Education, R.A. Butler, proposed an education bill in Parliament, which was quickly passed. The education law known as 1944 in history is also called the housekeeper education law.
Bill *** 122. The main contents are as follows: (1) The Central Education Department, which was established in 1899 and was only responsible for supervision, was abolished, and the Ministry of Education was established as the national educational administrative leading body to strengthen the state's control and leadership over education. (2) Abolish the discontinuous and overlapping academic system of primary and secondary education in the past, and divide the statutory public education system into primary education (5 years old-1 1 year old), secondary education (1 1 8 years old) and continuing education (for school-leaving teenagers). (3) Extend the length of compulsory education from the original 9 years (5-14 years) to 10 years (5-15 years), and further extend it to 1 year in areas where conditions permit. (4) Public schools are free and provide different types of education according to students' age, ability and sexual orientation. (5) Religious schools should be incorporated into the national education system, and all public and private schools should provide religious education. (6) All kinds of independent schools must be registered with the Ministry of Education and be inspected. (7) Specify the responsibilities of local education authorities in detail: provide students with free medical care, milk, lunch and other snacks, including clothing, food and accommodation when necessary; 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 years old, and so on.
Butler Act laid the foundation of British education system after World War II. 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 arduous task to realize the provisions of the law. After the war, many parts of the bill were later amended by nearly 20 educational decrees and other parliamentary decrees. Of particular importance are 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 the basic educational principles of the 1944 education law, but have made great changes in organizational arrangements and funding arrangements.