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Developments in the Education System 1945-2000

Developments in the Education System 1945-2000. The Tripartite System The Comprehensive System. The Tripartite System 1.

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Developments in the Education System 1945-2000

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  1. Developments in the Education System 1945-2000 The Tripartite System The Comprehensive System Andy Walker Learning Online

  2. The Tripartite System 1 • The tripartite system was introduced by the 1944 Education Act. It made secondary education free and set out to provide equality of educational opportunity for all, regardless of class, colour or gender. • The belief was that at 11 years of age it was possible to measure a child’s intelligence or ability and on the basis of this to decide the type of job, or career they would be most suited to.

  3. The Tripartite System 2 • Children sat the 11+ examination which was made up of English, Maths and IQ tests. Those who passed were believed to be more academic. These children were selected to go to grammar schools and went on to take O and A levels. Those who failed the 11+ exam were believed to be less academic and to have more manual skills. These children were selected for modern or technical schools and took a more practical curriculum. • Grammar schools and secondary modern schools were supposed to have ‘parity of esteem’ or equal status. But this turned out to be unrealistic. Society valued the academic examination successes of the grammar school, rather than the practical abilities learnt in the secondary modern schools

  4. Criticisms 1 • Only 1 in 5 children passed the 11+ exam and went on to grammar schools. • It is very difficult, if not impossible, to measure intelligence. • 11 years of age is far too early to decide about a child’s future • There were big differences in the number of grammar school places available throughout the country. Children in Wales had the highest chance of a grammar school place with 1 out of 3 passing the 11+ and children in the South of England the lowest chance, only 1 in 8 going to grammar school. • Local Education Authorities often provided better facilities for their grammar schools than for the secondary modern schools in their area.

  5. Criticisms 2 • About 1 in 10 children were probably sent to the wrong school. Few late developers were switched to grammar schools later on. • Some pupils who might be quite bright could suffer from exam nerves and perform badly • Mainly middle-class children passed the 11+ exam and obtained grammar school places. They also stayed at school longer and gained more qualifications there. • Result - This system did not therefore produce genuine equality of opportunity for all.

  6. The Comprehensive System • In the late 1950s comprehensive schools started their development. This was because the 11+ exam and tripartite system was unpopular with some education authorities e.g. Anglesey, London and Leicestershire. • By 1964 the Labour Government decided that all authorities should have comprehensive schools, i.e. all children should go to one comprehensive school as opposed to three different types of secondary school. • The 11+ exam was abolished which took away a great strain from teachers and pupils.

  7. Comprehensive System 2 • Large comprehensives can be more economical and can provide better facilities than small secondary schools can. • There should be less wastage of talent particularly among working-class children and late developers. Comprehensives should be fairer to all.

  8. Criticisms of the Comprehensive System • In a large school it is perhaps possible for a pupil to lose their identity, to become just a name and number. • It is argued that where pupils are taught in mixed ability groups, the brightest are held back by the slowest learners and their achievements are affected. • There are big differences between individual comprehensive schools according to their particular catchment area. Some comprehensives have mainly middle-class pupils and others mainly working class.

  9. Criticisms of the Comprehensive System 2 • Some comprehensives have excellent facilities and others are run down. • Many comprehensive schools put their pupils into streams according to their ability. This can damage a pupil’s self-esteem and also prevents equality of opportunity. • Many comprehensives retained the tripartite system under one roof. • Return Home Andy Walker Learning Online

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