Готові списки джерел за темами / Education, Secondary – Great Britain – History

Добірка наукової літератури з теми "Education, Secondary – Great Britain – History"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Education, Secondary – Great Britain – History"

ΣΥΡΙΑΤΟΥ, ΑΘΗΝΑ. "ΚΑΘΗΚΟΝ ΚΑΙ ΕΝΣΤΙΚΤΟ: Η ΙΣΤΟΡΙΑ ΣΤΑ ΣΧΟΛΕΙΑ ΣΤΗ ΜΕΤΑΠΟΛΕΜΙΚΗ ΒΡΕΤΑΝΙΑ, 1945-1995". Μνήμων 21 (1 січня 1999): 133. http://dx.doi.org/10.12681/mnimon.732.

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Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.

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Tymenko, Mariia. "DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN: MAJOR TRENDS." Ukrainian Educational Journal, no. 3 (September 4, 2018): 14–19. http://dx.doi.org/10.32405/2411-1317-2018-3-14-19.

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Тетяна Коляда. "SOCIAL CONDITIONS FOR THE DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN." Social work and social education, no. 5 (December 23, 2020): 179–92. http://dx.doi.org/10.31499/2618-0715.5.2020.220814.

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The article considers the social conditions for the development of secondary education in Great Britain (XIX – first half of the XX century). It was founded that an important factor in the formation of the British education system was the influence of the ruling class of aristocrats (landlords) and the petty nobility. It was founded that education of the majority of the population depended on the area, financial status of the family and religion. It was emphasized that religion played a significant role in the field of mass education. It has been shown that in the early nineteenth century, English society was engulfed in a movement of evangelical revival, as a result of which the Anglican Church could not control all its faithful, unlike the Catholic Church in Europe. It is determined that industrialization, urbanization and democratization have created conditions for social, political and economic transformations that required educated personnel. As a result, a number of laws were passed initiating reforms in primary and secondary education.

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Daddow, Oliver J. "Euroscepticism and History Education in Britain." Government and Opposition 41, no. 1 (2006): 64–85. http://dx.doi.org/10.1111/j.1477-7053.2006.00171.x.

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AbstractThis article examines the role played by national history in generating and sustaining the popularity of British Eurosceptic arguments. The core argument advanced is that the modernist approach to history prevalent among British historians and the society in which they work has to be considered the key reason for Euroscepticism retaining such a popular appeal in Britain. The overly reverential attitude to recent martial history on the part of the British, and an almost total neglect of the peacetime dimensions of modern European history since 1945, both serve to exaggerate the tendency in the country to fall back on glib images of Britain as a great power with a ‘special relationship’ across the Atlantic and Europe as a hostile ‘other’ to be confronted rather than engaged with constructively.

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Carter, Laura. "‘Experimental’ secondary modern education in Britain, 1948–1958." Cultural and Social History 13, no. 1 (January 2, 2016): 23–41. http://dx.doi.org/10.1080/14780038.2015.1088710.

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KRAVCHUK, Inna. "Interdisciplinary approach to studying history of women’s education in Great Britain." Humanities science current issues 1, no. 42 (2021): 306–11. http://dx.doi.org/10.24919/2308-4863/42-1-43.

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Karužaitė, Daiva. "Higher Education Changes in Great Britain in XX–XXI centuries." Pedagogika 117, no. 1 (March 5, 2015): 16–32. http://dx.doi.org/10.15823/p.2015.064.

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The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries. During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma. The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees. The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics. Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education.

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Osipkina, Nadezhda Petrovna. "The problem of immigrants in multicultural Great Britain." Voprosy kul'turologii (Issues of Cultural Studies), no. 7 (June 5, 2012): 54–56. http://dx.doi.org/10.33920/nik-01-1207-10.

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The article is devoted to the problems of immigrants in multicultural Great Britain. Individuality and culture are dynamically linked to place, landscape and localization. Each such locality has its own immigration history, which affects living standards, education, and political views. The article shows that the term "multiculturalism" has been divided into the concepts of "common rights" and "minority rights".

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Sharp, Heather. "Representing Australia's Involvement in the First World War." Journal of Educational Media, Memory, and Society 6, no. 1 (March 1, 2014): 1–23. http://dx.doi.org/10.3167/jemms.2014.060101.

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This article investigates discrepancies between narratives of national independence in public discourses surrounding the First World War and narratives of loyalty in school textbooks in Queensland, Australia. Five textbooks commonly used in schools from 1916 to 1936 are analyzed in order to ascertain how the First World War was represented to pupils via the history curriculum. This article argues that, although public discourses were in a state of flux, and often viewed Australia as a country that was becoming increasingly independent of its colonial ruler Great Britain, textbooks that maintained a static view continued to look to Great Britain as a context in which to teach national history to school pupils.

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Haraschuk, K. "Importance of British Experience of Structural Reforming of the System of Secondary Education for Ukrainian Schooling." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 67–72. http://dx.doi.org/10.35433/pedagogy.3(89).2017.67-72.

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A large-scale reformation of Ukrainian schooling aimed at organizing modern educational process more efficiently and providing better services, thereby enhancing the competitiveness of each individual school and the education system as a whole, can benefit to a great extent from significant foreign experience. The article focuses on notable productive restructuring of British secondary education, which resulted in the essential raising standards in this sphere of the last decades, and therefore can be of special interest for Ukrainian educators. An attempt is made to analyze general results of structural reforming of secondary education in Great Britain at the end of ХХ – the beginning of ХХІ century. The possibilities of their creative implementation in Ukrainian schooling are considered. The investigation presupposed the use of the following methods: generalization , analysis, synthesis, comparison and generalization in the process of education documents study; typological and component analysis methods to define the specific activity of innovative schools in Britain; method of scientific extrapolation to define the innovative potential of British reforms for further development of Ukrainian secondary education. One of the major factors of successful reforming of secondary education in Great Britain is the consistency of schooling policy during the chain of political cycles. The awareness of British statesmen of the necessity to follow the consistent continuity of reforming processes is pointed out. The analysis of practical results of British education reforms reveals a range of perspectives for Ukrainian schooling: extending diversification in secondary education, developing a more diverse spectrum of schools with equal access to education and social justice; practical implementing of personalized studying; extending innovative school network (a complex of educational establishments united by the common innovative idea and activity which is aimed at the increase of the teaching and educational process efficiency); considering networks as an effective way of innovative educational development management under the conditions of the decentralization processes; transforming schools into the centre of community life by means of extended educational and social services. Further research of the issue can be focused on the problems and results of implementing the policies of the DfE's White Paper 'Educational excellence everywhere'.

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Дисертації з теми "Education, Secondary – Great Britain – History"

Makin, Dorothy. "Policy making in secondary education : evidence from two local authorities 1944-1972." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:f976f873-c5c2-493a-87ab-1fa7ef8e4e19.

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The 1944 Butler Act laid the legal foundations for a new secondary education system in England, one which would see all children entitled to free and compulsory schooling up to the age of 15. The Act therefore represented a bold step forward in the pursuit of a fairer society: expanding access to training and qualifications, while promoting a more equal distribution of educational opportunities. This thesis explores the process of constructing and delivering secondary education policy in England following the 1944 Butler Education Act. It offers a close examination of two Local Education Authorities- Oxfordshire and Buckinghamshire- exploring how they interpreted and implemented 'secondary education for all' after the Second World War. The dissertation is composed of two parts: Part One looks at how selective secondary schooling was developed and operated in the respective areas between 1945 and 1962; Part Two explores the response of both authorities to the prospect of reforming secondary education after 1962. By exploring the process of policy implementation after 1944, Part One of this thesis highlights the problems of delivering secondary education for all in an era of resource constraint. It is demonstrated in this thesis that Local Authority capacity to build new schools was firmly tethered to Ministerial control. The relatively low priority accorded to education created a decade-long delay between the announcement of policy change and its eventual delivery. The implications of this delay at the Local Authority and school level are explored in chapters three and six. Chapters four and seven question how resources were distributed between selective and non-selective school sectors, while chapters five and eight evaluate the treatment of selective education within each authority, asking how policy makers conceived of, and operated, the grammar school and secondary modern sectors. Part Two of this thesis turns to the question of secondary organisation. Debates surrounding the question of comprehensive rather than selective systems of secondary schooling dominated discussions about secondary education policy in the later twentieth century. When it came to comprehensive re-organisation, Oxfordshire and Buckinghamshire opted for different paths: Oxfordshire adopted comprehensive schooling relatively early with a remarkable degree of county-wide consensus, while Buckinghamshire fiercely resisted external and internal pressure to reform. Chapter ten of this thesis is devoted to identifying the drivers of comprehensive reform in Oxfordshire. Chapters eleven and twelve explore the Buckinghamshire story establishing how and then why this county successfully held-out against wholesale policy change.

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Winfield, Sarah Jane. "Education for international understanding : British secondary schools, educational travel and cultural exchange, 1919-1939." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708957.

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Wilbur, Helen. "Commemoration and Curriculum:." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/240.

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The legacies of World War I in British culture are often explained by terms such as disillusionment and futility or by the understanding that the war shattered nineteenth century ideas of progress. These were not, however, the images of the war offered by the nation’s public and state sponsored secondary schools during the interwar years. By examining the categories of commemoration and curriculum, this study explores how British educational institutions mobilized the memory of the war in order to avoid cynicism and promote traditional forms of national, class, and gender identity. The first two chapters focus on how school memorials grew out of wartime communication within extended school communities in a way that privileged a heroic and traditional language of “high diction,” a concept developed by Paul Fussell. The following two chapters explore the ways in which discussions of how and why to teach history created a rhetoric of non-revolutionary citizenship and shaped portrayals of the war itself in a variety of British textbooks. Both processes elevated ideas including national and imperial patriotism, sportsmanship, self-sacrifice, personal and international leadership, and a continued faith in progress. This was initially accomplished by the exclusion of other possible narratives of the war, but the success of this interwar educational narrative was, in turn, undermined by subsequent economic and political events.

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Fankhauser, Craig Charles. "A multi-sensory, study strategies and cooperative group instructional approach combined to teach American history to mildly disabled and non disabled adolescents." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/577.

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Morehart, Miriam Corinne. ""Children Need Protection Not Perversion": The Rise of the New Right and the Politicization of Morality in Sex Education in Great Britain, 1968-1989." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2207.

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Two competing forms of sex education and the groups supporting them came to head in the 1970s and 1980s. Traditional sex education retained an emphasis on maintaining Christian-based morality through marriage and parenthood preparation that sex education originally held since the beginning of the twentieth century. Liberal sex education developed to openly discuss issues that reflected recent legal and social changes. This form reviewed controversial subjects including abortion, contraception and homosexuality. Though liberal sex education found support from national family planning organizations and Labour politicians, traditional sex education found a more vocal and powerful ally in the New Right. This thesis explores the political emergence of the New Right in Great Britain during the 1970s and 1980s and how the group utilized sex education. The New Right, composed of moral pressure groups and Conservative politicians, focused on the supposed absence of traditional morality from the emergent liberal sex education. Labour (and liberal organizations) held little power in the 1980s due to internal party struggles and an insignificant parliamentary presence. This allowed the New Right to successfully pass multiple national reforms. The New Right latched onto liberal sex education as demonstrative of the moral decline of Britain and utilized its emergence of a prime example of the need to reform education and local government.

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Campbell, James Dunbar. ""The army isn't all work" : physical culture in the evolution of the British army, 1860-1920 /." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CampbellJD2003.pdf.

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Urk, Felix van. "Function-focused implementation fidelity for complex interventions : the case of Studio Schools." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:5c73b308-efbf-48aa-91b1-f8c06b7eb885.

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This thesis is concerned with an initial assessment of the implementation of Studio Schools, a novel and highly flexible model of secondary education, in England. Responding to the methodological challenges towards evaluating a 'standard' national social programme that is encouraged to be adapted to context by local schools, the thesis also reports the development, operationalisation, and testing of a new approach towards the concept of implementation fidelity for evaluation science. The thesis commences by presenting the modern-historic foundations and challenges of the current English secondary education system that gave rise to Studio Schools, and describing the nature and objectives of the schools. This is followed by a discussion of the general challenges involved in the development and evaluation of complex social interventions and the specific challenges presented by the case of Studio Schools. The remainder of the thesis reports the development, use, and assessment of methods to overcome these challenges - with particular focus on evaluating implementation as part of process evaluations - as well as the current state of implementation in the schools. Delphi-inspired consensus methods were used in order to develop an explicit programme theory for Studio Schools where none previously existed, involving stakeholders in the theory specification process. The process demonstrated that stakeholders without a background in programme evaluation can agree to a specific and explicit theory of change after a programme was designed but prior to its evaluation. Next, a novel conceptual approach towards defining and measuring implementation fidelity was developed to translate a standard programme theory into flexible implementation measures. This approach focuses on the functions - or targeted change mechanisms - of a programme alongside its form of a given set of activities. Implementation measures were developed in the form of quantitative, paper-based questionnaires that were used to rate form- and function- focused fidelity of implementation of project-based learning (PBL) and personal coaching in schools on ordinal Likert scales. These measures were piloted and refined, and subsequently tested for their psychometric properties through the use of factor analysis in addition to established methods for determining the reliability of instruments in terms of internal consistency and inter-rater agreement. Findings show that it is feasible to monitor programme functions alongside form in process evaluations, and that the validity and reliability of measures based on this approach can be established using common psychometric methods. The measures developed earlier in the thesis were used by the doctoral candidate as well as teachers and students to rate the current state of implementation practices of PBL and coaching in Studio Schools was monitored over a period of four months in four participating schools. Ratings were based on observations made in-vivo or based on video- and audio recordings made during repeated visits to the schools. Quantitative implementation scores were calculated per rater group for PBL and coaching by aggregating ratings given to individual sessions, and were compared within and between schools. Spearman's correlation coefficients were calculated to assess correlation between form- and function-focused fidelity scores. The results of this study imply that implementation in Studio Schools likely varies substantially between individual schools and can be improved in all of them, but also suggest that the model could be evaluated for its effectiveness as long as implementation and process are carefully monitored. The additions of this thesis to the evaluation literature are considered, as well as its strengths and limitations and implications for practice and research.

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Duignan, Elizabeth Mary Sibthorp. "'A major yet under-estimated task' : a Gadamerian study of Key Stage 3 schemes of work in history." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610088.

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Tisdall, Laura Alison. "Teachers, teaching practice and conceptions of childhood in England and Wales, 1931-1967." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708670.

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Andermann, Anne Adina Judith. "Patient education, risk communication and informed choice : women with a family history of breast cancer who present to primary care." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:37490745-91a4-4472-aa60-71ca9e0592ba.

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This thesis describes research carried out to explore the needs, expectations and experiences of the increasing number of women with a family history of breast cancer who present to primary care. This work was intended to inform clinical practice and policy, and to directly address women's needs where possible. Although a great deal of research has looked at the experiences of women with a family history of breast cancer in a specialist setting, when this work began, no research had yet been published on women's needs in primary care. This is particularly important, as general practitioners (GPs) are the first port of call, and often the main source of information, advice and support. A qualitative interview study was used for the preliminary work exploring women's subjective experiences of consulting primary care about a family history of breast cancer and understanding their primary care consultation needs (Chapter 2). This work was further elaborated upon using a prospective descriptive study to quantify the extent to which women shared the same views or experiences, and therefore, would benefit from certain changes in health care provision (Chapter 3). The qualitative and quantitative research showed that women's main primary care consultation needs were to discuss their risks of breast cancer with their GP and to receive verbal as well as take-home information. When this work was being carried out, no patient information was available suitable for a general population of women with breast cancer in the family who present to primary care. For this reason, a leaflet was developed based on women's information needs and the best available evidence (Chapter 4). The leaflet entitled Breast and/or Ovarian Cancer in the Family: Learning More about Your Risks and Options was evaluated with almost 200 women to ensure that it met their needs (Chapter 5). Over 90% of women were glad to have received the leaflet and felt that it provided the information they wanted to know. The implications of the work described in this thesis are that GPs could greatly assist their patients by acknowledging family history concerns as a legitimate reason for presenting to primary care, by providing verbal and take-home information and by inviting patients to return for future discussions if needed. Nationally accepted management guidelines for breast cancer family history and accompanying educational materials for use in primary care will also be instrumental in meeting patient needs and promoting informed choice in this new and difficult area of medicine.

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Книги з теми "Education, Secondary – Great Britain – History"

A history of secondary education in England, 1800-1870. London: Longman, 1986.

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Roy, Lowe, ed. The Changing secondary school. London: Falmer Press, 1989.

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Fenwick, Keith. The comprehensive school, 1944-1970: The politics of secondary school reorganization. London: Routledge, 2007.

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Gareth, Evans W., and University College of Wales (Aberystwyth, Wales). Centre for Educational Studies., eds. Perspectives on a century of secondary education in Wales, 1889-1989. Aberystwyth: Centre for Educational Studies, Faculty of Education, University College of Wales, 1990.

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School subjects and curriculum change: Studies in curriculum history. Washington, D.C: Falmer Press, 1993.

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Evans, W. Gareth. Educational development in a Victorian community: A case study of Carmarthenshire's response to the Welsh Intermediate Education Act 1889. Aberystwyth: Centre for Educational Studies, Faculty of Education, University College of Wales, Aberystwyth, 1990.

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Steps in religious education. London: Hutchinson, 1986.

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The invention of the secondary curriculum. New York: Palgrave Macmillan, 2011.

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Geen, A. G. Decision making and secondary education: A case study. Cardiff: University of Wales Press, 1986.

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Inspectorate of Schools (England and Wales) and Great Britain. Dept. of Education and Science., eds. History in the primary and secondary years: An HMI view. London: H.M.S.O., 1985.

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Частини книг з теми "Education, Secondary – Great Britain – History"

Goodman, Joyce. "Class and Religion: Great Britain and Ireland." In Girls’ Secondary Education in the Western World, 9–24. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106710_2.

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Moore, Michael Grahame. "From Correspondence Education to Online Distance Education." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_2-1.

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AbstractThis chapter is about the history of open, distance, and digital education, with the primary focus on its evolving in the USA and Great Britain. A selection of key developments, trends, and players of more than 150 years includes reference to the nineteenth century correspondence schools, the American Land Grant universities, the pedagogical revolution in Charles Wedemeyer’s Articulated Instructional Media project, and its influence on the teaching model developed in the UK’s Open University. Brief coverage is included of the history of educational radio and television, the early computer networks, and the virtual classrooms. Knowledge of past achievements and failures is essential when planning for the future, and so the chapter aims to encourage research into personalization of learning in the correspondence tradition, most importantly research into institutional change and the reform of national systems.

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Moore, Michael Grahame. "From Correspondence Education to Online Distance Education." In Handbook of Open, Distance and Digital Education, 27–42. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_2.

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"Producing Experts, Constructing Expertise: The School of Pharmacy of the Pharmaceutical Society of Great Britain, 1842-1896." In The History of Medical Education in Britain, 116–40. Brill | Rodopi, 1995. http://dx.doi.org/10.1163/9789004418394_009.

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Rickman, Wendy, and Cheryl Wiedmaier. "A History of Distance Education." In Cases on Building Quality Distance Delivery Programs, 1–12. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-111-9.ch001.

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Flash-forward to today’s world of instant-access in a technology driven society, where distance education has grown in viability and become a business. Whether provided via a traditional, land-based university or college to earn a formal degree, to complete professional development, or to seek additional certification, or by a for-profit organization or corporation to train their employees and advance their workers’ skills, people can access a well-developed range of educational services through distance education to better their lives and livelihoods regardless of the physical separation between themselves and the sponsoring institution. The main difference between distance education’s beginnings and today’s educational services is the medium used to conduct learning. The postal services may still be used as a secondary mode of communication and print is still a constant technologic tool, but the expanding success of distance education can be attributed to providing education that 1) spans great distances between citizens and educational institutions, both geographically and socio-economically; 2) quenches the thirst for education; and 3) utilizes the rapid advancement of technology (Casey, 2008).

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Roy, Archie W. N., and Gisela Dimigen. "The history of access to education of people with visual impairments in Great Britain from 1656 to 1999." In The Routledge History of Disability, 258–72. Routledge, 2017. http://dx.doi.org/10.1201/9781315198781-18.

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Anderson, Robert. "Universities Scottish, Irish, and European: Lyon Playfair (1818–98) and University Reform." In History of Universities, 157–97. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198865421.003.0005.

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This chapter assesses Lyon Playfair's views on universities. Playfair was a Scottish scientist who became an administrator, a university professor, and a politician. He has been praised as ‘one of the chief architects of the system of technical education in Great Britain as it exists to-day’. As a Member of Parliament (MP), he had to engage with practical university problems, in England and Ireland as well as Scotland, as they arose on the political agenda. But his starting-point was Scotland, and in putting Scottish problems in a wider British and European context, Playfair was part of a distinctive nineteenth-century discourse. Scottish academics and intellectuals were stimulated to think in comparative terms by the obvious contrast between Scottish and English universities; by the need to adapt university education to new social needs; by discussions which surrounded major legislation in 1858 and 1889; and by the widely shared feeling that Scotland had a national system of education closer to continental than to English traditions.

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Turner, Frank M. "Victorian Classics: Sustaining the Study of the Ancient World." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0007.

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This chapter provides an overview of the history of Victorian classical studies. The teaching and knowledge of the Classics in Britain had expanded throughout the Victorian era as the number of educational institutions grew and as the numbers of people with the aspiration for social mobility through education had similarly expanded. More people wanted some kind of knowledge of the classical languages and the classical world because they provided avenues for advancement in secondary schools, the universities, the church, the military, the professions and the civil service. The chapter also describes the major role played by George Grote in British and European classical study. Grote forged a progressive intellectual identity for the study of ancient languages, literature, philosophy and history. He introduced dynamic modern ideas into classical scholarship and sustained the Classics as a force of modern instruction.

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Diaz-Andreu, Margarita. "The Early Search for a National Past in Europe (1789–1820)." In A World History of Nineteenth-Century Archaeology. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199217175.003.0020.

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In the nineteenth century, the allure of the past of the Great Civilizations was soon to be contested by an alternative—that of the national past. This interest had already grown in the pre-Romantic era connected to an emerging ethnic or cultural nationalism (Chapter 2). However, its charm would not be as enticing to the lay European man and woman of the late eighteenth and early nineteenth centuries, who were much more under the influence of neoclassicism (Chapter 3). The Western European nations had no monuments comparable to the remains of Greece, Rome or Egypt. Before the Roman expansion into most of Western Europe in antiquity, there had been few significant buildings, apart from unspectacular prehistoric tombs and megalithic monuments whose significance was unrecognized by the modern scholar. Roman remains beyond Italy were not as impressive as those found to the south of the Alps. Because of this it seemed much more interesting to study the rich descriptions the ancient authors had left about the local peoples and institutions the Romans had created during their conquest. Throughout the eighteenth century the historical study of medieval buildings and antiquities had also increasingly been gaining appeal. In Britain their study instigated the early creation of associations such as the Society of Antiquaries of 1707, but even this early interest did not lead to medieval antiquities receiving attention in institutions such as the British Museum, where they would only receive a proper departmental status well into the nineteenth century (Smiles 2004: 176). In comparative terms, the national past and its relics were perceived by many to be of secondary rate when judged against the history and arts of the classical civilizations. During the French Revolution and its immediate aftermath, for example, the national past would not be as appreciated by as many people and antiquarians as that of the Great Civilizations (Jourdan 1996). This situation, however, started to change in the early nineteenth century. There were three key developments in this period, all inherited from Enlightenment beliefs, which were the foundation for archaeology as a source of national pride. The effects of these would be seen especially from the central decades of the century.

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Turnbull, Wayne. "Illuminating the History of the Training Ship HMS Conway through Stained Glass Windows." In Art and the Sea, 179–206. Liverpool University Press, 2022. http://dx.doi.org/10.3828/liverpool/9781802070200.003.0009.

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Wayne Turnbull demonstrates that the stained glass windows in the Scriptorium at Birkenhead Priory, Merseyside, illustrate the story of HMS Conway- a naval cadet training ship of the nineteenth century. The illuminated windows preserve and celebrate the history of the ship through art and provide an effective medium for contemporary audiences to learn about the ship and also about the training which was provided for nineteenth century sea cadets. The images in glass illustrate and evaluate the contribution to seafarers’ education made by the training ship movement in the Victorian era. Turnbull also explores the concept that British fascination with the sea was compounded by the ‘Cult’ of Admiral Nelson and that this prepared the British nation for an enhanced appreciation of the sea. Therefore, the chapter examines the formation of nationalism and imperialist thinking in Great Britain in the nineteenth century.

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Тези доповідей конференцій з теми "Education, Secondary – Great Britain – History"

WANG,, YOU-SHENG, and AHMAD FAROQ. "COMPARISON OF HIGHER EDUCATION BETWEEN CHINA AND PAKISTAN." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35698.

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China Pakistan friendly relations have a long history and have cooperation in many aspects, including education. However, due to the different systems and policies, higher education in the two countries also has great differences. The paper compares and analyzes the secondary education, education policies and objectives, challenges and difficulties encountered in the two countries, which is conducive to better education exchanges between the two countries in the future.

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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.

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Uderbayeva, Nurgul K., Aknur Kadirbek, and Jaroslav Kultan. "Review of the effectiveness of new information technologies in the era of global digital technologies." In Sustainable and Innovative Development in the Global Digital Age. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.jglm1102.

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The dynamic development of the economy in society is of great help in solving problems with the internal and international conditions of the development of a global country. Currently, the continuous and rapid development of information technologies in the economy is due to the quality of this knowledge system. As you know, the development of digital information technologies is due to the systematic and continuous quality education of secondary schools and higher educational institutions. That is, in the case of the development of information technologies, humanity can change, simplify life in society, introducing into history any innovative developments, in whatever industry they may be. Undoubtedly, the digital economy, which has become the core of today's topic of industrialization in accordance with the requirements of the digital era of new information technologies, is one of the leading mechanisms in the development of socio-social, industrial relations, various services and innovations at a characteristic level, in the management of infrastructure facilities with a new civilizational trend, i.e. in improving the social quality of life of the population. This article examines the effectiveness of the use of digital information technologies in educational fields.

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