Образование в Великобритании

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. Secondary school – a state school or private school education for school children aged between 11 and 18. Other types of secondary schools are grammar schools, middle schools, secondary modern schools, technical schools and public schools. An extension of a state secondary schools a tertiary college.

. Nursery school – a school for very young children, usually three or four years old (before compulsory education, which begins at the age of five).

. Pidgin English (PE) – 1. A language made up of elements of English and some other foreign language, especially Chinese or Japanese, originally developing as a means of verbal communication when trading.

2. Loosely, any kind of English spoken with the elements of another language, whether for genuine communication or of comic effect.

§1. Education.

The British educational system has much in common with that in Europe, in that:

> Full-time education is compulsory for all children in the middle teenage years. Parents are required by law to see that their children receive full-time education, at school or elsewhere, between the ages of 5 and 16 in England, Scotland and Wales and 4 and 16 in Northern

Ireland.

> The academic year begins at the end of summer.

> Compulsory education is free of charge, though parents may choose a private school and spend their money on education their children.

About 93% of pupils receive free education from public funds, while the others attend independent schools financed by fees paid by parents.

> There are three stages of schooling, with children moving from primary school (the first stage) to secondary school (the second stage). The third stage (sometimes called the tertiary level) provides further and higher education and includes CFE, technical college, college of higher education, and universities.

There is, however, quite a lot that distinguishes education in Britain from the way it works in other countries. The most important distinguishing features are the lack of uniformity and comparativly little central control. There are three separate government departments managing education: the Departments for Education and Employment is responsible for
England and Wales alone; Scotland and Northern Ireland retain control over the education within their respective countries. None of these bodies exercises much control over the details does not prescribe a detailed program of learning, books and materials to be used, nor does it dictate the exact hours of the school day, the exact days of holidays, school’s finance management and suchlike. As many details as possible are left to the discretion of the individual institution or of the LEA.

Many distinctive characteristics of British education can be ascribed, at least partly, to the public school tradition. The present-day level of
‘grass-root’ independence as well as different approach to education has been greatly influenced by the philosophy that a (public) school is its own community. The 19th century public schools educated the sons of the upper and upper-middle classes and the main aim of schooling was to prepare young men to take up positions in the higher ranks of the army, the Church, to fill top-jobs in business, the legal profession, the civil serves and politics. To meet this aim the emphasis was made on ‘character-building’ and the development of ‘team spirit’ (hence traditional importance of sports) rather than on academic achievement.

Such schools were (and still often are) mainly boarding establishments, so they had a deep and lasting influence on their pupils, consequently, public-school leavers formed a closed group entry into which was difficult, the ruling elite, the core of the Establishment.

The 20th century brought education and its possibilities for social advancement within everybody’s reach, and new, state schools naturally tended to copy the features of the public schools. So today, in typically
British fashion, learning for its own sake, rather than for any practical purpose is still been given a high value. As distinct from most other countries, a relatively stronger emphasis is on the quality of person that education produces rather than helping people to develop useful knowledge and skills. In other words, the general style of teaching is to develop understanding rather than acquiring factual knowledge and learning to apply this knowledge to specific tasks.
|What’s a “public school”? A public school in Britain is not open to |
|everyone; the ordinary, local schools where most people go are called |
|“state” schools. Public schools are schools where parents have to pay |
|money if they want their children to attend. Public schools are old, |
|often traditional and prestigious institutions. Most of the kinds who |
|go to them have very rich parents. Public schools are often single-sex,|
|which means they don’t permit girls and boys to be educated together. |
|There are sometimes boarding schools, that mean that kids live at |
|school during the week. Some famous public schools for boys are Eton |
|college, Harrow and Malvern, and for girls, Benedon and Cheltanham |
|Ladies College. Prince William was educate at Eton and his brother |
|Harry is still a pupil there. Eton is renowned for its academic |
|excellence and some of its traditions. The school was founded by Henry |
|VI in 1440 – 1441 and was intended for 70 highly qualified boys who |
|received scholarships. This dates back to the death of George III. The |
|school wore mourning clothes but this later became established as the |
|official uniform. Weblink: www.etoncollege.com. |

This traditional public-school approach, together with the above- mentioned dislike of central authority, also helps to explain another thing: the NC, the purpose of which was to do away with the disparities in the type and quality of education, was not introduced until 1989 – much later than in other countries.

§2. Pre-school and primary education.

There is no countrywide system of nursery (or pre-primary) schools. In some areas there are nursery schools and classes (or, in England, reception classes in primary schools), providing informal education and play facilities, but they are not compulsory and only 25% of 3-4 year-olds attend them. There are also some private nurseries and pre-school playgroups organized and paid by parents themselves where children are brought twice a week for an hour or two.

The present Labour government is working to expand pre-school education and wants all children to begin school with basic foundation in literacy and numeracy, or what is know as ‘the three Rs’ (Reading, wRiting, and aRithmetic). From September 1998 it is providing free nursery education in
England and Wales for all 4-year-olds whose parents want it.

The average child begins his or her compulsory education at the age of
5 starting primary school (infant schools are for children between at the ages of 5 and 7 and junior schools for those between the ages of 8 and 11).
|LEAs, in the partnership with private nurseries, playgroups and |
|schools, have drawn up ‘early years development plans’ of providing 4 |
|year olds with basic skills of reading, writing and arithmetic. The |
|plans are designed to show how co-operation between private nurseries, |
|playgrounds and schools can best serve the interests of children and |
|their parents. In addition, the government aims to establish ‘early |
|excellence centres’ designed to demonstrate good practice in education |
|and childcare. |

§3. 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 (known as ‘an
11+’), which consisted of intelligence tests covering linguistic, mathematical and general knowledge and 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 Labour
Party, among other critics, argued that the 11+ examination was socially divisible, increasing the inequalities between rich and poor and reinforcing the class system.