Education Provision in England and Term Paper

Download this Term Paper in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Term Paper:

" (Chan, East, Ali and Neophytou, 2002; p.6)


The work entitled: "Doing Comparative Education: Three Decades of Collaboration" relates the fact that the post-World War II world in England "left a series of emergencies for which immediate answers had to be found. There were shortages of staff, equipment and building..." (Eckstein, 1960) Eckstein additionally states: "Post-war legislation has generally been characterized by radical thinking and optimism. However, the euphoria brought by the end of a war is so often soon dissipated in the exhausting battle of the peace. At such a time, the ambitiously optimistic spirit of reconstruction may also be lessened. A more cautious planned expansion replaces the scheme for extensive reconstruction, ideas of reform have once again to vie with practices which are entrenched in the typical ways of thinking of a people. The educational legislation of the last five years or so has been characterized by such an approach, by plans for reform and expansion which reflect the changes in the spirit of nations since 1945." (1960) in 1948 England and Wales had 1,875,997 children enrolled in secondary education of all kinds while in France the number in 1950 was only 794,070 with only slightly more in Germany in 1950 at 828,631 and in Italy the same year children enrolled in secondary education of all kinds is stated to have been 503,943. This work states that: "Much of the effort in education in Europe is still directed toward making good deficiencies for which World War II was responsible." (Eckstein, 1960)


The work of Riddell and Salisbury (2000) relates: "...concepts of educational equity and inclusion have come to mean different things in different parts of the UK in the post World War II period depending on which aspects of social identity are seen as having greater salience. (p.8) for example it is related that in Wales, the Welsh culture and identity 'has been reflect in concerns to promote schools with Welsh as the first language of instruction." (Riddell and Salisbury, 2000) it is additionally stated that in the United Kingdom between 1945 and 1970 that predominant political and ideological trends have shaped the educational system according to "conventional gender stereotypes and narrowly-held conceptions of nation and identity." (Riddell and Salisbury, 2000) the male-orientation of school subjects eventually came under challenge due to the failure and underachievement of girls in the schooling system. Issue genders relating to achievement came to the forefront of the public attention in the years following World War II as did achievement relating to social class and economic class membership which was greatly determinative in the schooling opportunities of students and ultimately their potentiality of achievement.


While the school system left much to be desired in reality the post-World War II system of schools in England and Wales, pieced together a system that formerly was loosely constructed and while there were still issues of education provision in terms of equity as to what possibilities were available according to class and gender and economic status, yet still the schools in England and Wales made progress during this time. Educational achievement was not equitable in terms of possible achievement due to the tripartite system of schooling in England and Wales however, in the decades following the Education Act 1944 reforms did take place that made the provision of education as well as the potentialities of educational achievement for all students more realistic.


Chan, Sui-Mee; East, Pat, Ali, Sabia; and Neophytou, Maria (2002) Primary and Secondary Education in England and Wales: From 1944 to the Present Day - 8th Edition. August 2002.

Lopez-Muniz, Jose Luis Martinez; De Groof, Jan; and Lauwers, Gracienne (2006) Religious Education and Collective Worship in State Schools: England and Wales" published in the Religious Education in Public Schools: Study of Comparative Law - Yearbook of the Association for Education and Policy (2006)

M.A. Eckstein, "Present Trends in Public Secondary Education in Western Europe," the High School Journal, 44 (October, 1960): 8-19. Reprinted by permission of the University of North Carolina Press.

Riddell S. & Salisbury J., (2000) ' Introductions: educational reforms and equal opportunities programmes', in Salisbury J &…[continue]

Cite This Term Paper:

"Education Provision In England And" (2008, February 03) Retrieved December 4, 2016, from

"Education Provision In England And" 03 February 2008. Web.4 December. 2016. <>

"Education Provision In England And", 03 February 2008, Accessed.4 December. 2016,

Other Documents Pertaining To This Topic

  • Adult Education Further Education Which Is Commonly

    Adult Education: Further education, which is commonly abbreviated as FE, is a term that is used to refer to adult education or post-compulsory education that is different from the education provided in higher education institutions like colleges and universities. Further education or adult education may be provided at any level beyond compulsory education such as basic training, Higher National Diploma, and Foundation Degree. Further education or adult education is provided

  • Parenting Education for Teen Mothers if a

    Parenting Education for Teen Mothers If a community values its children, it must cherish their parents. (John Bowlby) Rationale of intervention population Group based intervention programs Multi-purpose programs Teen Mother Empowerment Program Series (TMEPS) Framework of TMEPS Program-Fig Fig 2-Phased TMEPS Phase 1 sessions Table 1- Session Administration Lesson Plans Evaluation of program outcomes Follow-up plan Continuation of TEMPS Appendix II-Program Evaluation Questionnaire This paper is aimed at presenting a parenting education and support program for teenage mothers. To identify the most basic needs of

  • Changing Face of British Education

    " (Stevens, 2006) While the pay of education staff has been lowered, tuition fees have been raised and yet public spending."..on higher education in the UK is one of the lowest in the industrialized world." (Stevens, 2006) Currently Britain is stated to spend only 1.1% of its national income on higher education, compared with the EU average of 1.2%." (Stevens, 2006; paraphrased) the U.S. spends 2.6% of its national income

  • Education in America the Seventeenth Century Has

    Education in America The seventeenth century has been called, as an age of faith, and for the colonists a preoccupation with religion, as probably right. The religious rebel of the sixteenth century was severe and shaking as its impact was felt both on the continent as well as in America. However, intelligent Americans of the seventeenth century thought and realized that education could, and may be should, be a handmaiden

  • Reforms and Initiatives That Have

    Although further education teachers employed prior to this date are not required to attain this credentialing, they are being encouraged to do so in order to ensure their status as professional educators (Clancy 2007). There is a push to increase the rigor of the credentialing process for further education teachers as well. In this regard, Thompson recently observed that, "Further education lecturers are already allowed to teach post-16 and post-14

  • Increasing Number of Students in Special Education

    Special Education Since the introduction of PL-142 the Special education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers' decrease. The growth in the number of special education students is the topic of conversation among

  • Thomas More s Utopia as a Criticism of 16th Century England

    Thomas More's Utopia as a Criticism of 16th Century England There are several notions put in utopia by Thomas More. There is the religious aspect, power sharing and the evils of the private property contrasts in the contemporary England in the 16th century. The Utopian creation by More is a satirical mirroring of the society as well as his own life. His audiences attracted despite their opposition of the idea of

Read Full Term Paper
Copyright 2016 . All Rights Reserved