History of Deaf Education: Part 2 Through the 20th century to the current policy for mainstreaming The second part of a documentary telling the story of 400 years of Deaf education in the UK. Following the 1880 Milan conference, a policy of oralism was adopted, later encouraged by new technology such as audiograms. But a 1970s report showing that Deaf children were leaving school at 16 with a reading age of less than 10, led to more Deaf children being given a mainstream education. The documentary explores how communication in mainstream classes works and whether parents are making an informed choice about how they educate their child. Presented by Louise Harte. To watch the first part of this documentary, click here. Read more Read less
Having seen the videos about history of deaf education, I felt I wasn't the only one experienced some difficulties in school through my education years in the 70s. I am not blaming my parents for putting me through to mainstream schools with a hearing impiared unit because I think they were mis-informed or being pressurised by a local authority back then. Where I am now, my English is quite reasonable (thanks to my parents who taught me written English every night after school - it was exhausting!) however, the downside with mainstream schools was lack of awareness of deaf needs and communication. There were times we feel isolated away from hearing groups because we didn't have communication support and only rely on amplified hearing aids. Hearing people seemed to think if we were wearing hearing aid we should hear - how naive! Since I left school with small signing skills, I became more involved with deaf community because I feel fit in deaf world and became disconnected away from my hearing friends whom I don't see very often now. I use a lot of signing now which I enjoy. Having seen the videos, it seemed that deaf children are treated like 'guinea pigs' because no-one seems to know what is best for them and always goes back to drawing board 'A' to find the best way for them. I feel hearing people should step away and let deaf people involved in research because all appeared organised by hearing people with no experience of being deaf or involved in deaf culture, etc. They need to be realistic and everyone is different. Rants over!
Your learning will take place in a range of different settings, from scheduled teaching in lectures and small group tutorials, to self-study and peer group learning (for example preparing and delivering presentations with your classmates). To begin with you may find this way of working challenging, but rest assured that we’ll enable you to make this transition. You will have access to a comprehensive support system that will assist and encourage you, including personal tutors and welfare tutors who can help with both academic and welfare issues, and offer you help for any particular areas where you need support. You will also have access to a wide range of dedicated e-learning, IT and library facilities within the schools and university to support your studies. The tutors in the School of Education and School of History and Cultures are experienced specialists and Professors teach both lectures and seminars at all levels of study. Our teaching and assessment strategy reflect this concern with the real world. As well as learning in lectures and seminars, students are asked to undertake a variety of enquiry based learning activities; undertaking small research projects, participating in public debates and working in groups to solve problems.
In China, the early oracle bone script has survived on tens of thousands of oracle bones dating from around 1400-1200 B.C. in the Shang Dynasty. Out of more than 2500 written characters in use in China in about 1200 BC, as many as 1400 are identifiable as the source of later standard Chinese characters.
History and Education is an excellent combination for those with a wider interest in culture, politics and social change. It will involve a broad range of historical and educational approaches and methods, yet will be organised in a way that allows you to develop your understanding in a manageable fashion. Assessments are designed to encourage you to explore the two disciplines together and we will support you as you come to appreciate the significance of both subjects.
G.R. Searle, like nearly all historians, argues the Act was a short-term political disaster for the Conservative Party because it outraged Methodists, Baptists and other nonconformists. It subsidized the religions they rejected. However Searle argues it was a long-term success. The Church schools now had solid financing from local ratepayers and had to meet uniform standards. It led to a rapid growth of secondary schools, with over 1000 opening by 1914, including 349 for girls. Eventually, the Anglican schools were nationalized. Grammar schools also became funded by the LEA. The act was of particular significance as it allowed for all schools, including denominational schools, to be funded through rates (local taxation), and ended the role of locally elected school boards that often attracted women, non-conformists and labour union men. The Liberals came to power in 1906, but their attempt to repeal the act was blocked by the House of Lords, setting up a major constitutional confrontation.
In the 15th and 16th centuries, the town of Timbuktu in the West African nation of Mali became an Islamic centre of learning with students coming from as far away as the Middle East. The town was home to the prestigious Sankore University and other madrasas. The primary focus of these schools was the teaching of the Qur'an, although broader instruction in fields such as logic, astronomy, and history also took place. Over time, there was a great accumulation of manuscripts in the area and an estimated 100,000 or more manuscripts, some of them dated from pre-Islamic times and 12th century, are kept by the great families from the town. Their contents are didactic, especially in the subjects of astronomy, music, and botany. More than 18,000 manuscripts have been collected by the Ahmed Baba centre.
In the city-states of ancient Greece, most education was private, except in Sparta. For example, in Athens, during the 5th and 4th century BC, aside from two years military training, the state played little part in schooling. Anyone could open a school and decide the curriculum. Parents could choose a school offering the subjects they wanted their children to learn, at a monthly fee they could afford. Most parents, even the poor, sent their sons to schools for at least a few years, and if they could afford it from around the age of seven until fourteen, learning gymnastics (including athletics, sport and wrestling), music (including poetry, drama and history) and literacy. Girls rarely received formal education. At writing school, the youngest students learned the alphabet by song, then later by copying the shapes of letters with a stylus on a waxed wooden tablet. After some schooling, the sons of poor or middle-class families often learnt a trade by apprenticeship, whether with their father or another tradesman. By around 350 BC, it was common for children at schools in Athens to also study various arts such as drawing, painting, and sculpture. The richest students continued their education by studying with sophists, from whom they could learn subjects such as rhetoric, mathematics, geography, natural history, politics, and logic. Some of Athens' greatest schools of higher education included the Lyceum (the so-called Peripatetic school founded by Aristotle of Stageira) and the Platonic Academy (founded by Plato of Athens). The education system of the wealthy ancient Greeks is also called Paideia. In the subsequent Roman empire, Greek was the primary language of science. Advanced scientific research and teaching was mainly carried on in the Hellenistic side of the Roman empire, in Greek.
Testimonials Zoe Brock-EdwardsOne thing you'll find out quickly about Coleraine and the local area is how great a student life there is, and not just at night (all the local bars and clubs have great student nights). In your first year, you'll probably live in University halls on campus. There's such good craic to be had here! You'll meet your best mates in halls, go on adventures (the local coastline is great for surfing), and meet local and international students alike. Halls are a great way to get to know people from all over.I’m sure the Course Director will tell you about the course and the low cost housing in halls so I’ll leave that to him. As for the History department itself, it's very friendly. We had Christmas socials and formals, mixers and acted more like a little family really. There's a great range of modules for all interests, and you can even pick to study modules from other subjects. The staff are easy to get hold of and some of the teaching is in small groups so you don’t feel weird talking in front of others. The best thing about the department is the opportunity to study abroad. You can get to study at a European or American university on either a full year or semester trip. I went to Kent State University in Ohio, one of our 'partner' universities in the USA. It was such great fun and an incredible learning experience - I met friends for life over there. Everyone in History has the chance to go to America and I'd really recommend that you go too!So don't let the distance, or lack of knowledge about the area put you off studying at the Ulster University. It really is a great place, and the people are so friendly. There are great opportunities to be had by all.
This is a key period in the social and political history of modern South Asia as it witnessed the growth of a mass-based anti-colonial struggle. Simultaneously, the involvement of different social groups in this process led to the emergence of community and caste based identity politics. Under pressure from demands for independence, the colonial state initiated a process of phased devolution of power, and decolonisation after the Second World War. The class will compare these developments to raise questions about the 'modernity' of colonial society and polity. The class will analyse how different social groups - such as the peasantry, the working class and tribal groups - participated in and shaped political movements in South Asia.
Pre-application open days are the best way to discover all you need to know about Durham University. With representatives from all relevant academic and support service departments, and opportunities to explore college options, the open days provide our prospective undergraduates with the full experience of Durham University.
Bodleian Library, Oxford University In addition to the relevant archival collections in the Department of Western Manuscripts, which include the central records of the University of Oxford and papers of the Student Union and Graduate Union, the Bodleian holds the Opie Collection, a large and wide ranging collection of children’s books. (For records of individual Oxford Colleges, contact the College librarians direct.
Lord Curzon, the Viceroy 1899-1905, made mass education a high priority after finding that no more than 20% of India's children attended school. His reforms centered on literacy training and on restructuring of the university systems. They stressed ungraded curricula, modern textbooks, and new examination systems. Curzon's plans for technical education laid the foundations which were acted upon by later governments.
Please note that this is compulsory for students who wish to use oral history in their dissertation. Oral history is a way of engaging with the past via the experiences and memories of those who were there. ‘Oral history’ is a multifaceted term that refers to the sources (interviews), the methodology (interviewing), theory (analysis), and products (of which there are many). This new class aims to alert students to the possibilities of using oral history as a way of understanding the past. It will examine key concepts and methodologies in oral history and explore how oral history has helped to shape historical understanding. This class also has an important practice-based focus – students taking the class will gain an opportunity to develop practical skills in oral history interviewing and analysis as well as to reflect critically on theory in relation to practice. They will also get an opportunity to explore the application and use of history in the public arena through engaging with work on oral history and public history. Because of the practical nature of this class and the limited supply of equipment, numbers are capped at 25.
As a profoundly deaf English teacher, this strikes a chord with me. Communication was absolutely vital in my childhood. My school in Scotland incorporated the total communication method, then I was placed in a mainstream school. It was certainly effective as I had the benefit of sign language and integration into the mainstream community which prepared me more for the real world. It will be interesting to see how education for the deaf develops in the future. I can say for certain that I'll be throwing in my contribution to any debate on this! Posted on 11th Mar 2016 160311
This class explores the role that health and medicine has played in the major wars of the twentieth century. In particular, it considers the vital contribution that medicine has made to manpower economy, discipline and morale. Focusing predominantly on Britain, the USA and Europe, the class analyses the ways that different countries have responded to the medical issues posed by modern warfare in both military and civilian contexts. As such, it considers issues such as wartime disability, welfare provision, occupational health and psychiatry, and explores the role that military doctors, women and humanitarian organisations have played in shaping medical responses to war. The key objective of this class is to place military-medical developments within their wider social, cultural and political contexts and to examine the impact of military health and medicine on the lived experience of war.
For a concise summary of the main features of this course, see our course specification. For information on possible changes to course information, see our Important Information. For detailed information about studying this course at UCLan, please see the course handbook for your year of entry:
To complement the Education modules, you study half of your degree in one of our eight partner subjects: English; Geography; History; Music; Philosophy; Psychology; Sociology; Theology and Religion. Hence, this degree is suited to anyone interested in education, but also anyone interested in broadening their studies with our partner subjects. We simply ask that you have intellectual curiosity.
Following the Act of Uniformity in 1662, religious dissenters set up academies to educate students of dissenting families, who did not wish to subscribe to the articles of the established Church of England. Some of these 'dissenting academies' still survive, the oldest being Bristol Baptist College. Several Oxford colleges (Harris Manchester, Mansfield, and Regent's Park) are also descendents of this movement.
You'll take part in workshops for practical aspects of the course, and have access to lab space and specialist teaching space for science and the expressive arts, including physical education. Field trips and the chance to study elective and optional classes are also available to students.
In 1964, preparations had begun to raise the school leaving age to 16 to be enforced from 1 September 1973 onwards. As well as raising the school leaving age in 1973, the year also saw the introduction of the Education (Work Experience) Act, allowing LEAs to organise work experience for the additional final year school students. In some counties around the country, these changes also led to the introduction of Middle schools in 1968, where students were kept at primary or junior school for an additional year, meaning that the number of students in secondary schools within these areas remained virtually constant through the change. As of 2007, there are now fewer than 400 middle schools across England, situated in just 22 Local Education Authorities.
Strath Life Find out everything you need to know about life at Strathclyde! School of Humanities Find out more about studying with us. Study with us Thinking of joining us at Strathclyde? We can help with any questions. School of Education Find out more about studying with us. International students We've a thriving international community at the University of Strathclyde, with students coming here to study from countries across the world. Life in Glasgow We're one of Europe's most vibrant cities. Voted the ‘friendliest city in the world’ in a recent Rough Guide poll, we're also named a must-visit destination in the New York Times, The Guardian and Wanderlust. Undergraduate Prospectus 2018 now available Download or order our new undergraduate 2018 prospectus.
All current History staff have researched and published in the areas in which they teach. These areas include Early Moderrn Irish, British and European History,19th and 20th century Modern Irish, British, European and International History. Students, accordingly, will be have the benefit of being taught by specialists who contribute significantly to the development of their module subjects.
http://www.tipz9ja.ml
The Fisher Education Act 1918 made secondary education compulsory up to age 14 and gave responsibility for secondary schools to the state. Under the Act, many higher elementary schools and endowed grammar school sought to become state funded central schools or secondary schools. However, most children attended primary (elementary) school until age 14, rather than going to a separate school for secondary education.
History of Education in England Documents Over 250 documents including almost all the important reports on education in England and Wales since the 1920s. Other documents include a selection of DES and HMI publications, government circulars, speeches etc. The site includes every significant education act from 1825 to 2010 and various green and white official papers.
Who can apply? This programme is suited to people with a strong interest in social history, including graduates and those established in careers: teachers and those working in education; policy makers; as well as people working in the field of history of education, such as archaeologists, museum curators and archivists. Application deadlines All applicants 28 July 2017 For more information see our Applications page. Apply now
Having seen the videos about history of deaf education, I felt I wasn't the only one experienced some difficulties in school through my education years in the 70s. I am not blaming my parents for putting me through to mainstream schools with a hearing impiared unit because I think they were mis-informed or being pressurised by a local authority back then. Where I am now, my English is quite reasonable (thanks to my parents who taught me written English every night after school - it was exhausting!) however, the downside with mainstream schools was lack of awareness of deaf needs and communication. There were times we feel isolated away from hearing groups because we didn't have communication support and only rely on amplified hearing aids. Hearing people seemed to think if we were wearing hearing aid we should hear - how naive! Since I left school with small signing skills, I became more involved with deaf community because I feel fit in deaf world and became disconnected away from my hearing friends whom I don't see very often now. I use a lot of signing now which I enjoy. Having seen the videos, it seemed that deaf children are treated like 'guinea pigs' because no-one seems to know what is best for them and always goes back to drawing board 'A' to find the best way for them. I feel hearing people should step away and let deaf people involved in research because all appeared organised by hearing people with no experience of being deaf or involved in deaf culture, etc. They need to be realistic and everyone is different. Rants over!
Your learning will take place in a range of different settings, from scheduled teaching in lectures and small group tutorials, to self-study and peer group learning (for example preparing and delivering presentations with your classmates). To begin with you may find this way of working challenging, but rest assured that we’ll enable you to make this transition. You will have access to a comprehensive support system that will assist and encourage you, including personal tutors and welfare tutors who can help with both academic and welfare issues, and offer you help for any particular areas where you need support. You will also have access to a wide range of dedicated e-learning, IT and library facilities within the schools and university to support your studies. The tutors in the School of Education and School of History and Cultures are experienced specialists and Professors teach both lectures and seminars at all levels of study. Our teaching and assessment strategy reflect this concern with the real world. As well as learning in lectures and seminars, students are asked to undertake a variety of enquiry based learning activities; undertaking small research projects, participating in public debates and working in groups to solve problems.
In China, the early oracle bone script has survived on tens of thousands of oracle bones dating from around 1400-1200 B.C. in the Shang Dynasty. Out of more than 2500 written characters in use in China in about 1200 BC, as many as 1400 are identifiable as the source of later standard Chinese characters.
History and Education is an excellent combination for those with a wider interest in culture, politics and social change. It will involve a broad range of historical and educational approaches and methods, yet will be organised in a way that allows you to develop your understanding in a manageable fashion. Assessments are designed to encourage you to explore the two disciplines together and we will support you as you come to appreciate the significance of both subjects.
G.R. Searle, like nearly all historians, argues the Act was a short-term political disaster for the Conservative Party because it outraged Methodists, Baptists and other nonconformists. It subsidized the religions they rejected. However Searle argues it was a long-term success. The Church schools now had solid financing from local ratepayers and had to meet uniform standards. It led to a rapid growth of secondary schools, with over 1000 opening by 1914, including 349 for girls. Eventually, the Anglican schools were nationalized. Grammar schools also became funded by the LEA. The act was of particular significance as it allowed for all schools, including denominational schools, to be funded through rates (local taxation), and ended the role of locally elected school boards that often attracted women, non-conformists and labour union men. The Liberals came to power in 1906, but their attempt to repeal the act was blocked by the House of Lords, setting up a major constitutional confrontation.
In the 15th and 16th centuries, the town of Timbuktu in the West African nation of Mali became an Islamic centre of learning with students coming from as far away as the Middle East. The town was home to the prestigious Sankore University and other madrasas. The primary focus of these schools was the teaching of the Qur'an, although broader instruction in fields such as logic, astronomy, and history also took place. Over time, there was a great accumulation of manuscripts in the area and an estimated 100,000 or more manuscripts, some of them dated from pre-Islamic times and 12th century, are kept by the great families from the town. Their contents are didactic, especially in the subjects of astronomy, music, and botany. More than 18,000 manuscripts have been collected by the Ahmed Baba centre.
In the city-states of ancient Greece, most education was private, except in Sparta. For example, in Athens, during the 5th and 4th century BC, aside from two years military training, the state played little part in schooling. Anyone could open a school and decide the curriculum. Parents could choose a school offering the subjects they wanted their children to learn, at a monthly fee they could afford. Most parents, even the poor, sent their sons to schools for at least a few years, and if they could afford it from around the age of seven until fourteen, learning gymnastics (including athletics, sport and wrestling), music (including poetry, drama and history) and literacy. Girls rarely received formal education. At writing school, the youngest students learned the alphabet by song, then later by copying the shapes of letters with a stylus on a waxed wooden tablet. After some schooling, the sons of poor or middle-class families often learnt a trade by apprenticeship, whether with their father or another tradesman. By around 350 BC, it was common for children at schools in Athens to also study various arts such as drawing, painting, and sculpture. The richest students continued their education by studying with sophists, from whom they could learn subjects such as rhetoric, mathematics, geography, natural history, politics, and logic. Some of Athens' greatest schools of higher education included the Lyceum (the so-called Peripatetic school founded by Aristotle of Stageira) and the Platonic Academy (founded by Plato of Athens). The education system of the wealthy ancient Greeks is also called Paideia. In the subsequent Roman empire, Greek was the primary language of science. Advanced scientific research and teaching was mainly carried on in the Hellenistic side of the Roman empire, in Greek.
Testimonials Zoe Brock-EdwardsOne thing you'll find out quickly about Coleraine and the local area is how great a student life there is, and not just at night (all the local bars and clubs have great student nights). In your first year, you'll probably live in University halls on campus. There's such good craic to be had here! You'll meet your best mates in halls, go on adventures (the local coastline is great for surfing), and meet local and international students alike. Halls are a great way to get to know people from all over.I’m sure the Course Director will tell you about the course and the low cost housing in halls so I’ll leave that to him. As for the History department itself, it's very friendly. We had Christmas socials and formals, mixers and acted more like a little family really. There's a great range of modules for all interests, and you can even pick to study modules from other subjects. The staff are easy to get hold of and some of the teaching is in small groups so you don’t feel weird talking in front of others. The best thing about the department is the opportunity to study abroad. You can get to study at a European or American university on either a full year or semester trip. I went to Kent State University in Ohio, one of our 'partner' universities in the USA. It was such great fun and an incredible learning experience - I met friends for life over there. Everyone in History has the chance to go to America and I'd really recommend that you go too!So don't let the distance, or lack of knowledge about the area put you off studying at the Ulster University. It really is a great place, and the people are so friendly. There are great opportunities to be had by all.
This is a key period in the social and political history of modern South Asia as it witnessed the growth of a mass-based anti-colonial struggle. Simultaneously, the involvement of different social groups in this process led to the emergence of community and caste based identity politics. Under pressure from demands for independence, the colonial state initiated a process of phased devolution of power, and decolonisation after the Second World War. The class will compare these developments to raise questions about the 'modernity' of colonial society and polity. The class will analyse how different social groups - such as the peasantry, the working class and tribal groups - participated in and shaped political movements in South Asia.
Pre-application open days are the best way to discover all you need to know about Durham University. With representatives from all relevant academic and support service departments, and opportunities to explore college options, the open days provide our prospective undergraduates with the full experience of Durham University.
Bodleian Library, Oxford University In addition to the relevant archival collections in the Department of Western Manuscripts, which include the central records of the University of Oxford and papers of the Student Union and Graduate Union, the Bodleian holds the Opie Collection, a large and wide ranging collection of children’s books. (For records of individual Oxford Colleges, contact the College librarians direct.
Lord Curzon, the Viceroy 1899-1905, made mass education a high priority after finding that no more than 20% of India's children attended school. His reforms centered on literacy training and on restructuring of the university systems. They stressed ungraded curricula, modern textbooks, and new examination systems. Curzon's plans for technical education laid the foundations which were acted upon by later governments.
Please note that this is compulsory for students who wish to use oral history in their dissertation. Oral history is a way of engaging with the past via the experiences and memories of those who were there. ‘Oral history’ is a multifaceted term that refers to the sources (interviews), the methodology (interviewing), theory (analysis), and products (of which there are many). This new class aims to alert students to the possibilities of using oral history as a way of understanding the past. It will examine key concepts and methodologies in oral history and explore how oral history has helped to shape historical understanding. This class also has an important practice-based focus – students taking the class will gain an opportunity to develop practical skills in oral history interviewing and analysis as well as to reflect critically on theory in relation to practice. They will also get an opportunity to explore the application and use of history in the public arena through engaging with work on oral history and public history. Because of the practical nature of this class and the limited supply of equipment, numbers are capped at 25.
As a profoundly deaf English teacher, this strikes a chord with me. Communication was absolutely vital in my childhood. My school in Scotland incorporated the total communication method, then I was placed in a mainstream school. It was certainly effective as I had the benefit of sign language and integration into the mainstream community which prepared me more for the real world. It will be interesting to see how education for the deaf develops in the future. I can say for certain that I'll be throwing in my contribution to any debate on this! Posted on 11th Mar 2016 160311
This class explores the role that health and medicine has played in the major wars of the twentieth century. In particular, it considers the vital contribution that medicine has made to manpower economy, discipline and morale. Focusing predominantly on Britain, the USA and Europe, the class analyses the ways that different countries have responded to the medical issues posed by modern warfare in both military and civilian contexts. As such, it considers issues such as wartime disability, welfare provision, occupational health and psychiatry, and explores the role that military doctors, women and humanitarian organisations have played in shaping medical responses to war. The key objective of this class is to place military-medical developments within their wider social, cultural and political contexts and to examine the impact of military health and medicine on the lived experience of war.
For a concise summary of the main features of this course, see our course specification. For information on possible changes to course information, see our Important Information. For detailed information about studying this course at UCLan, please see the course handbook for your year of entry:
To complement the Education modules, you study half of your degree in one of our eight partner subjects: English; Geography; History; Music; Philosophy; Psychology; Sociology; Theology and Religion. Hence, this degree is suited to anyone interested in education, but also anyone interested in broadening their studies with our partner subjects. We simply ask that you have intellectual curiosity.
Following the Act of Uniformity in 1662, religious dissenters set up academies to educate students of dissenting families, who did not wish to subscribe to the articles of the established Church of England. Some of these 'dissenting academies' still survive, the oldest being Bristol Baptist College. Several Oxford colleges (Harris Manchester, Mansfield, and Regent's Park) are also descendents of this movement.
You'll take part in workshops for practical aspects of the course, and have access to lab space and specialist teaching space for science and the expressive arts, including physical education. Field trips and the chance to study elective and optional classes are also available to students.
In 1964, preparations had begun to raise the school leaving age to 16 to be enforced from 1 September 1973 onwards. As well as raising the school leaving age in 1973, the year also saw the introduction of the Education (Work Experience) Act, allowing LEAs to organise work experience for the additional final year school students. In some counties around the country, these changes also led to the introduction of Middle schools in 1968, where students were kept at primary or junior school for an additional year, meaning that the number of students in secondary schools within these areas remained virtually constant through the change. As of 2007, there are now fewer than 400 middle schools across England, situated in just 22 Local Education Authorities.
Strath Life Find out everything you need to know about life at Strathclyde! School of Humanities Find out more about studying with us. Study with us Thinking of joining us at Strathclyde? We can help with any questions. School of Education Find out more about studying with us. International students We've a thriving international community at the University of Strathclyde, with students coming here to study from countries across the world. Life in Glasgow We're one of Europe's most vibrant cities. Voted the ‘friendliest city in the world’ in a recent Rough Guide poll, we're also named a must-visit destination in the New York Times, The Guardian and Wanderlust. Undergraduate Prospectus 2018 now available Download or order our new undergraduate 2018 prospectus.
All current History staff have researched and published in the areas in which they teach. These areas include Early Moderrn Irish, British and European History,19th and 20th century Modern Irish, British, European and International History. Students, accordingly, will be have the benefit of being taught by specialists who contribute significantly to the development of their module subjects.
http://www.tipz9ja.ml
The Fisher Education Act 1918 made secondary education compulsory up to age 14 and gave responsibility for secondary schools to the state. Under the Act, many higher elementary schools and endowed grammar school sought to become state funded central schools or secondary schools. However, most children attended primary (elementary) school until age 14, rather than going to a separate school for secondary education.
History of Education in England Documents Over 250 documents including almost all the important reports on education in England and Wales since the 1920s. Other documents include a selection of DES and HMI publications, government circulars, speeches etc. The site includes every significant education act from 1825 to 2010 and various green and white official papers.
Who can apply? This programme is suited to people with a strong interest in social history, including graduates and those established in careers: teachers and those working in education; policy makers; as well as people working in the field of history of education, such as archaeologists, museum curators and archivists. Application deadlines All applicants 28 July 2017 For more information see our Applications page. Apply now
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