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Pre-primary and Primary Education
 
In some of England there are nursery schools for children under 5 years of age. Some children between two and five receive education in nursery classes or in infants’ classes in primary schools. Many children attend informal pre-school playgroups organized by parents in private homes. Nursery schools are staffed with teachers and students in training. There are all kinds of toys to keep the children busy from 9 o’clock in the morning till 4 o’clock in the afternoon while their parents are at work. Here the babies play, lunch and sleep. They can run about and play in safety with someone keeping an eye on them.

        

For day nurseries, which remain open all the year round, the parents pay according to their income. The local education authority’s nurseries are free. But only about three children in 100 can go to them: there aren’t enough places and the waiting lists are rather long.

         

Most children start school at five in primary school. A primary school may be divided into two parts-infants and juniors. At infants school reading, writing and arithmetic are taught for about 20 minutes a day during the first year, gradually increasing to about 2 hours in their last year. There is usually no written timetable. Much time is spent in modeling from clay or drawing, reading or singing.

         

By the time children are ready for the junior school they will be able to read and write, do simple addition and subtraction of numbers.

         

At seven children go on from the infants’ school to the junior school. This marks the transition from play to “real work”. The children have set periods of arithmetic, reading and composition which are all Eleven Plus subjects. History, Geography, Nature Study, Art and Music, Physical Education, Swimming are also on the timetable.

Pupils are streamed, according to their ability to learn into, A, B, C and D streams. The least gifted are in the D stream. Formerly towards the end of their fourth year the pupils wrote their Eleven Plus Examination. The hated 11 + examination was a selective procedure on which not only the pupil’s future schooling but their future careers depended. The abolition of selection at Eleven plus Examination brought to life comprehensive schools where pupils can get secondary education.
 
Secondary Education
 

The majority of state secondary school pupils in England and Wales attend comprehensive schools. These largely take pupils without reference to ability or aptitude and provide a wide range of secondary education for all or most children in a district. Schools take those, who are the 11 to 18 age-range, middle schools (8 to 14), and schools with an age-range from 11 to 16. Most other state-educated children in England attend grammar or secondary modern schools, to which they are allocated after selection procedures at the age of 11.

 

Before 1965 a selective system of secondary education existed in England. Under that system a child of 11 had to take an exam, which consisted of intelligence tests covering linguistic, mathematical and general knowledge which was to be taken by children in the last year of primary schooling. The object was to select between academic and non-academic children. Those who did well in the examination went to a grammar school, while those who failed went to a secondary modern school and technical college. Grammar schools prepared children for national examinations such as the GCE at O level and A-level. These examinations qualified children for the better jobs, and for entry higher education and the professions. The education in secondary modern schools was based on practical schooling, which would allow entry into a variety of skilled and unskilled jobs.

         

Many people complained that it was wrong for a person’s future to be decided at a so young age. The children who went to “secondary moderns” were seen as “failures”. More over, it was noticed that the children who passed this exam were almost all from middle-class families. The Labor Party, returned to power in 1965, abolished the 11+ and tried to introduce the non-selective education system in the form of “comprehensive” schools, that would provide schooling for children of all ability levels and from all social backgrounds, ideally under one roof. The final choice between selective and non-selective schooling, though, was left to LEAS that controlled the provision of school education in the country. Some authorities decided for comprehensive, while others retained grammar schools and secondary moderns.

         

In the late 1980s the Conservative government introduced another major change. Schools cloud now decide whether to remain as LEA-maintained schools or to “opt-out” of the control of the LEA and put themselves directly under the control of the government department. These “grant-maintained” schools were financed directly by central government. This did not mean, however, that there was more central control: grant-maintained schools did not have to ask anybody else about how to spend their money.

         

A recent development in education administration in England and Wales in the School Standards and Framework Act passed in July 1998. The Act established that from 1.09.1999 all state school education authorities with the ending of the separate category of grant maintained status.

         

There are some grant-maintained or voluntary aided schools, called City Technology Colleges. In 1999 there were 15 City Technology Colleges in England. These are non-fee-paying independent secondary schools created by a partnership of government and private sector sponsors. The promoters own or lease the schools, employ teachers and make substantial contributions to the costs of building and equipment. The colleges teach the NC, but with an emphasis on mathematics, technology and science.

         

So, today three types of state schools mainly provide secondary education: secondary modern schools grammar schools and comprehensive schools. There should also be mentioned another type of schools, called specialist schools. The specialist school programmer in England was launched in 1993. Specialist schools are state secondary schools specializing in technology, science and mathematics; modern foreign languages; sports; arts.

        

State schools are absolutely free (including all textbooks and exercise books) and generally co-educational.

         

Under the NC a greater emphasis at the secondary level is laid on science and technology. Accordingly, ten subjects have to be studied: English, history, geography, mathematics, science, a modern foreign language, technology, music, art and physical education. For special attention there of these subjects (called “core subjects”): English, science, mathematics and seven other subjects are called “foundation or statuary subjects”. Besides, subjects are grouped into departments and teachers work in teams and to plan work.

Most common departments are:

- Humanities Departments: geography, history, economics, English literature, drama, social science;

- Science Department: chemistry, physics, biology, mathematics;

- Language Department: German, French, English;

- Craft Design and Technology Departments: information and communications technology, computing, home economics and photography.

         

The latter brings together the practical subjects like cooing, woodwork, sewing, and metalwork with the new technology used in those fields. Students can design a T-shirt on computer using graphics software and make-up the T-shirt design. Students can also look at way to market their product, thus linking all disciplines. This subject’s area exemplifies the process approach to learning introduced by the NC.

          

It is worth mentioning here the growing importance of personal and Social Education. Since the 1970s there has been an emphasis on “pastoral” care, education in areas related to life skills such as health (this includes looking at drug, discussing physical changes related to poverty, sex education and relationship). There are usually one or two lessons a week, from primary school through to sixth form and they are an essential part of the school’s aim to prepare students to life in society.

        

Education in Britain is not solely concentrated on academic study. Great value is placed on visits and activities like organizing the school club or field trips, which are educational in a more general sense. The organization of these activities by teachers is very much taken for granted in the British school system. Some teachers give up their free time, evenings and weekends to do this “unpaid” work. At Christmas teachers organized concerts, parties and general festivities. It is also considered a good thing to be “seen” to be doing this extra work since it is fairly essential for securing promotion in the school hierarchy.

        

Classes of pupils are called “forms” (though it has recently become common to refer to “years”) and are numbered from one to beginning with first form. Nearly all schools work a five-day week and are closed on Saturdays. The day starts at nine o’clock and finishes between three and four. The lunch break usually lasts about an hour-and-a-quarter. Nearly two-thirds of pupils have lunch provided by the school. Parents pay for this except for the 15 per cent who are rated poor enough and have it for free. Other children either go home for lunch or take sandwiches.

 

Passage from one year to the next one is automatic. At the age of 14 pupils are tested in English, mathematics and science, as well as in statutory subjects. At that same age in the third or forth pupils begin to choose their exam subjects and work for two years to prepare for their qualifications. The exams are usually taken in fifth form at the age of 16, which is a school-leaving age. The actual written exams are set by outside examiners, but they must be approved by the government and comply with national guidelines. There are several examination boards in Britain and each school decided that board’s exam its pupils take. Most exams last for two hours, marks are given for each exams separately and are graded from A to G (grades A, B, C are considered to be “good” marks).

         

16 are an important age for school-leaves because they have to make key decisions as to their future lives and careers. There is a number of choices for them.
 

Life at College and University

 

The academic year in Britain' s universities, Polytechnics, Colleges of Education is divided into three terms, which usually run from the beginning of October to the middle of December, from the middle of January to the end of March, and from the middle of April to the end of June or the beginning of July.

 

There are about one hundred universities in Britain. The oldest and best-known universities are located in Oxford, Cambridge, London, Leeds, Manchester, Liverpool, Edinburgh, Southampton, Cardiff, Bristol, Birmingham.

 

Good А-level results in at least two subjects are necessary to get а place at а university. However, good exam passes alone are not enough. Universities choose their students after interviews. For all British citizens а place at а university brings with it а grant from their local education authority.

 

English universities greatly differ from each other. They differ in date of foundation, size, history, tradition, general organization, methods of instruction, way of student life.

 

After three years of study а university graduate will leave with the Degree of Bachelor of Arts, Science, Engineering, Medicine, etc. Later he may continue to take а Master’s Degree and then а Doctor’s Degree. Research is an important feature of university work.

 

The two intellectual eyes of BritainOxford and Cam- bridge Universities — date from the twelfth and thirteenth centuries.

 

The Scottish universities of St. Andrews, Glasgow, Аberdeen and Edinburgh date from the fifteenth and sixteenth centuries. 

 

 In the nineteenth and the early part of the twentieth centuries the so-called Redbrick universities were founded. These include London, Manchester, Leeds, Liverpool, Sheffield and Birmingham. During the late sixties and early seventies some 20 'new' universities were set up. Sometimes they are called 'concrete and glass' universities. Among them are the universities of Sussex, York, East Anglia and some others.

 

During these years the Government set up thirty Polytechnics. The Polytechnics, like the universities, offer first and higher degrees. Some of them offer full-time and sandwich courses. Colleges of Education provide two-year courses in teacher education or sometimes three years if the graduate specializes in some particular subject.

 

Some of those who decide to leave school at the age of 16 may go tо а further education college where they can follow а course in typing, engineering, town planning, cooking, or hairdressing, full-time or part-time. Further education colleges have strong ties with commerce and industry.

 

There is an interesting form of studies which is called the Open University. It is intended for people who study in their own free time and who attend" lectures by watching television and listening to the radio. They keep in touch by phone and letter with their tutors and attend summer schools. The Open University students have nо formal qualifications and would be unable to enter ordinary universities.

 

Some 80,000 overseas students study at British universities or further education colleges or train in nursing, law, banking or in industry.

 
 
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