Developments in the Provision of Education, 1918-1944 Flashcards
Education in 1918
Local Education Authorities
LEAs provided most education, created by Balfour Education Act (1902)
They paid teachers’ salaries, provided free school meals and medical inspections, ensured upkeep of buildings, and monitored teaching standards
Education in 1918
Standard of Education
Private ‘grammar schools’ and public schools provided education for uni
Majority of population received an elementary education (up to 12) and left with only 3 Rs: reading, writing and arithmetic
Education in 1918
Balfour Education Act
1902
Grammar schools received state funding, supposed to offer a quarter of places to non fee-paying students
By 1914, only 56 of every 1,000 grammar school students were non-fee paying
Education in 1918
University Education
Only available for upper classes
By 1918, new ‘red-brick’ universities e.g Birmingham, Manchester, and Liverpool
Focused on practical skills (engineering, architecture), but privilege of the wealthy
The Lewis Report (1918)
Recommendations
Raising leaving age to 14,
‘County Colleges’ to provide vocational training up to 18,
Two-tiered curriculum- ‘practical’ and ‘advanced’
The Lewis Report (1918)
Response
Highly influential- shift in government attitude
Adopted by LG’s post-war Lib gov and implemented by President of Board of Education, Fisher (Fisher Education Act)
The Fisher Education Act (1918)
Reforms Introduced
Responsibility for funding to central government
School leaving age 14
Tuition fees for elementary abolished
Nursery schools for toddlers established
County Colleges/Continuation Schools established
Free health checks for school children
Employers punished for employing under 14s
The Fisher Education Act (1918)
Impact
Watershed moment- centralised funding + co-ordination
Widened access + increased teacher salaries, pensions, and standard of teaching
Recession undermined Act- ‘Geddes’ Axe’, so few nurseries or ‘County Colleges’
The Hadow Report (1926)
Findings + Recommendation
Trevelyan (Minister for Education) commissioned Hadow report- found significant regional variances
Recommended:
Abolition of elementary schools- creation of primary (up to 11) and secondary (up to 15)
Tripartite system
School leaving age increased to 15
The Hadow Report (1926)
Impact
Widely accepted by 2 main parties, but not implemented due to cost
Depression in 1930s led to cuts and emphasis on unemployment + rearmament
C.P Trevelyan’s Reforms (1929)
Attempted Bills
Education Bill (1929)- to raise leaving age to 15
Elementary Schools Bill (1929)- implement some of Hadow’s recommendations
C.P Trevelyan’s Reforms (1929)
Failure
Defeated by House of Lords + Catholic Church- cost high in economic crisis
C.P Trevelyan’s Reforms (1929)
Trevelyan Education Act (1936)
Raised leaving age to 15,
Responsibilty for management given back to LEAs, (compromise)
Government grants given to help LEAs fund changes and create more ‘secondary’ school places
Passed- but power to LEAs gave little gov ability to enforce changes (slow change)
Education by 1939
Limited Change
Little done to improve education- some improved attitudes, but no centralised control
Quality varied by LEA, elementary schools often had class sizes of 50-60 students, standards poor, most left school at 11 or 12
Education by 1939
Class Divides
Secondary schools preserve of privileged middle classes
By 1939, only 13% of w/c children above 13 in school (despite leaving age of 14)
Fee-paying grammar schools supposed to offer free places to academically gifted children, but most w/c families needed children to work
Education by 1939
Attendance
By 1939, only 75% of 11-14 year olds in school, only 6% of 15 and overs
Less than 1% in university
5.5 million children in elementary schools in 1939, only 600,000 in secondary schools
Only 20% in secondary schools by 1939
Butler Education Act (1944)
Background
1938- 80% left school at 14
War ignited campaign for secondary education for all- ‘New Jerusalem’
Evacuation of 3 million inner city children contributed to awareness
Butler Education Act (1944)
Provisions of the Act
Tripartite system-
Grammar (11+, predominantly m/c) Technical (very few, 3% attendance at peak)
Secondary Moderns (75% of students, vocational training, poorer quality)
Butler Education Act (1944)
Impact of the Act- Positive
Free compulsory education for all- impactful for w/c + girls
1947- 5.5 mill in schools, by 1967, 9.1 mill
Teachers doubled- 200,000 to 400,000
Butler Education Act (1944)
Impact of the Act- Negative
Butler hoped for equal respect for types of school, but elitism remained
Grammar schools regarded as superior + were only route to university (if no private education)
Few technical schools- so around 80% in dubious quality secondary moderns
