Before the 1960s there were two main kinds of state secondary schools in Britain: “grammar” and “secondary modern” schools. The grammar schools were for the most intelligent children and the secondary modern schools were for the less intelligent children. Many people felt that this system was unfair. During the 1960s and 1970s the government decided to join the grammar and secondary modern schools. The new schools were called “comprehensives”. More than eighty per cent of the state secondary schools in Britain are now comprehensive.
Everyone hoped that comprehensive schools would be the answer to the nation’s education problems. They hoped that children would do better if they chose from many different subjects. They believed that the not-s-clever would learn more when working with the clever. They thought that a more practical education would give the country better scientists and businessmen. But not everyone was pleased with the results. The new schools brought new problems. Some schools soon had a bad time.
By the beginning of the 1980s many comprehensive schools were doing better. Both students and teachers were used to the new system and were making it work.
As well as the state schools there are about 500 private schools in Britain. Most of these are boarding schools, were children actually live and study. Private schools are very expensive (up to 9000 a year). Some private schools give a very good academic education. Some do not. But nearly all private schools have good social status. The boys and girls who go to them make friends with children from families like their own, and later they often find it easier to find a job. Many people feel that this is wrong, but the private schools are still growing.
School leavers
Since 1988, most sixteen-year-old have taken the General Certificate of Secondary Education (GCSE) or the Scottish Certificate of Education (SCE) in five, ten or even eleven subjects. Pupils going on to higher education or professional training usually take “A” level examination in two or three subjects. These require two more years of study after GCSE, either in the sixth form of a secondary school, or in a separate sixth-form college. Other pupils may choose vocational subjects such as catering, tourism, secretarial or building skills. The courses in these subjects are run at colleges of further education.
School-leavers with jobs sometimes take part-time vocational courses, on day-release from work. School-leavers without jobs get no money from the government unless they join a youth training scheme, which provides a living allowance during two years of work experience.
Higher Education There are forty seven universities in Britain and thirty polytechnics plus 350 colleges and institutes of higher education.
Universities accept mainly on the basis of their “A” level results, and they may interview them as well. Courses of study normally take three years of full time study, although a number of subjects take longer, including medicine, architecture and foreign languages (where courses include a year abroad). They lead in most cases to a Bachelor’s degree in Arts or Science. There are various postgraduate degrees, including Master of Philosophy and Doctor of Philosophy, the last two being awarded for research in Arts or Sciences.
Degrees are awarded either by the institution itself, or by the Council for National Academic Awards. Students of law, architecture and some other professions can take qualifications awarded by their own professional bodies.
At present, students who have been accepted by universities or other institutions of higher education receive a grant from their local authority, which covers the cost of the course, and may cover living expenses, books and travel, although parents with higher incomes are expected to make a contribution. Until 1990 the grant did not have to be paid back, but now system of loans has been introduced.
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