21.what Developments Were Made In Education
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A Sixties Social Revolution? British Society, 1959-1975 Lesson 18
What developments were made in education? LO: To analyse the steps taken toward greater inclusion in education
illustrate the main developments in Education during the 1960s appreciate connections between education, class, aspirations and achievement understand the reasons for and impact of change in education
How to take effective notes Listen carefully to the start. A lot of information is given quite quickly- just jot down key words Decipher the outline by listening for: − A topic for each part- break it up into sections To make sure that you get everything, get in the habit of skipping words like "the" and "a" and make use of shorthand and abbreviations. Summarize your notes in your own words. Remember: your goal is to understand, not to try to record exactly everything said. Jot down details or examples that support the main ideas.. Indicate examples with "e.g."
Effective note taking is an important skill that many college students have not mastered. Here are some tips for how to listen actively and take accurate notes.
10
How to take effective notes
Education
Harold, Ted and Jim, 1964 - 1979 The events of 1964 to 1979 are chronicled in Harold, Ted and Jim: When the Modern Failed which describes the British desire for technology and advancement that was bogged down in a Wilson government beset with industrial conflict and decline.
How to take effective notes Grimsby MP “Future of Socialism”
Coincided with move to child-centred teaching
Star- glamorous
Rows of desks replaced
Attacked public schools
Different ability in same room - chaos and boredom
Education secretary Controversial Wife’s book: “If it’s the last thing I do..”
Grammar declined, creativity advanced Informality replaces discipline Hostility to trendy teaching
By 1965 division into 3 groups discredited secondary moderns= second rate Technical schools forgotten about Sense of rejection and failure as a result of selection People were in the wrong schools Division by geography When C took over reform underway C hastened destruction by use of money for new build
Open University- Jennie Lee- Bevan’s widow Opportunity for those who missed chance TV, post to be used Ranked in top 5 Helped 600,000 people
5
What were the problems with the old system?
“The destruction of the selective state schools of England merely drove more of the middle class to the private sector, thus improving the prospects and profits of the fee- charging public schools that Labour’s radicals so despised. Other parents who could afford it bought a home in a ‘good’ school district, leaving the children of the poor at the mercy of the weakest schools and the worst teachers and with a much reduced prospect of upward educational mobility. The ‘comprehensivisation’ of British secondary education was the most socially retrograde piece of legislation in post-war Britain.” Tony Judt, Post-war: A History of Europe Since 1945, 2007
Why was the new comprehensive system criticised?
20
Activity Create a fact file in your notes on Anthony Crosland
Anthony Crosland (1918 - 1977) was a Labour MP and socialist theorist. He occupied the cabinet positions of Secretary of State for Education and Science, and Foreign Secretary. He grew up in North London and was educated at Highgate School, and Trinity College, Oxford. He served as a paratrooper in Europe during WW2, reaching the rank of captain. After the war, Crosland returned to Oxford; became President of the Oxford Union; and then tutored Economics to among others, Tony Benn. He entered Parliament in 1950, as MP for South Gloucestershire. He held that seat until 1955, when he was defeated. Losing his seat turned out to be a blessing in disguise, as it allowed him to write the book The Future of Socialism, in which he outlined the need for traditional socialism to adapt to modern circumstances. Crosland returned to the House of Commons at the 1959 general election when he was elected for the Great Grimsby constituency, which he would represent for the rest of his life. He was a friend and protegé of Hugh Gaitskell and together they were regarded as the "modernisers" of their day. Crosland nominated, and voted for James Callaghan in the leadership contest caused by Gaitskell's death on 18 January 1963. He rationalised his decision to back Callaghan on the basis that "We have to choose between a crook (Harold Wilson) and a drunk (George Brown)".
Name: Background: Education:
Positions:
Stood for:
Achievements:
Although critical of Wilson, Crosland respected him as a political operator. In 1965 Wilson appointed him as Secretary of State for Education and Science. The ongoing campaign for comprehensive education in England and Wales gained a major boost with Circular 10/65, which as a statute rather than a Government Bill was controversial at the time, although a government motion in favour of the policy had been passed in January 1965. Crosland was seen as a leader of the right wing of the party in the 1970s. In 1972 he stood for the deputy leadership after Roy Jenkins resigned, but was eliminated in the first round. He contested the leadership in 1976 following Wilson's resignation, but finished bottom of the poll. After his elimination, he supported James Callaghan, who duly rewarded Crosland by appointing him Foreign Secretary.
10
5
What was the OU?
What was it for?
Going Comprehensive
Expansion of Higher education
Use the textbook, your notes from Marr and any Wideningyou can other information find to complete a chart Opportunities in of key information on Education widening opportunities in Education.
Inauguration of the OU
The “Two Cultures” debate was influential in persuading the government that an expansion of higher education was required to improve scientific knowledge and push forward the government’s modernisation agenda “A good many times I have been present at gatherings of people who are thought highly educated and once or twice I have been provoked, and have asked the company how many of them could describe the second law of thermodynamics. The response was always cold: it was also negative. Yet I was asking something which is the scientific equivalent of: ‘Have you read a work by Shakespeare?’ I now believe that if I had asked an even simpler question, such as, ‘What do you mean by mass?’, or ‘acceleration’, which is the scientific equivalent of saying, ‘Can you read?’ – not more than one in ten of the highly educated would have felt that I was speaking the same language. The majority of the cleverest people in the western world have about as much insight into modern physics as their neolithic ancestors would have had.” C.P. Snow, The Two Cultures
Going Comprehensive
Expansion of Higher education
What was the Butler Act 1944?
What was the Robbins Report?
What were the problems with the old system?
How would Comprehensive schools be different?
What did it recommend? How was this influenced by the “Two Cultures” debate? Examples of some of the new universities created
What was Circular 10/65? How does this link to the Plowden Report? What criticisms were there of the new system?
Widening Opportunities in Education
Results of the Robbins Report
How did the number of students in higher education increase?
What was the purpose of the OU? How did it work?
Who led the project?
Why was it important to Wilson?
Describe contemporary attitudes/ scepticism What are its achievements?
Inauguration of the OU
Going Comprehensive Make separate notes in different colours to show the reasons for and the results of the changes that you describe? Emphasise the impact of the change on equality and its limitations. Widening Opportunities in Education
Inauguration of the OU
Expansion of 30 Higher education
10
Talking Points • Were the educational changes of the 1960s and early 1970s a success? • How was the reality of change different from the theory? • How are education and class linked? • What is the link between education, aspirations and achievement? • What changes have there been between then and now?
The Snow-Leavis Controversy
The Two Cultures is the title of an influential 1959 Rede Lecture by British scientist and novelist C. P. Snow. Its thesis was that the breakdown of communication between the "two cultures" of modern society — the sciences and the humanities — was a major hindrance to solving the world's problems.
1. 2. 3. 4.
Do you think Snow was right about the two cultures? What do you think was Wilson’s attitude to the debate? What impact did this have on government policy? Do you think such a divide still exists today?
The Snow-Leavis Controversy
“A good many times I have been present at gatherings of people who are thought highly educated and once or twice I have been provoked, and have asked the company how many of them could describe the second law of thermodynamics. The response was always cold: it was also negative. Yet I was asking something which is the scientific equivalent of: ‘Have you read a work by Shakespeare?’ I now believe that if I had asked an even simpler question, such as, ‘What do you mean by mass?’, or ‘acceleration’, which is the scientific equivalent of saying, ‘Can you read?’ – not more than one in ten of the highly educated would have felt that I was speaking the same language. The majority of the cleverest people in the western world have about as much insight into modern physics as their neolithic ancestors would have had.” C.P. Snow, The Two Cultures
Although heavily criticised by F.R. Leavis in the Spectator, who dismissed Snow as ‘a public relations man’ for the scientific establishment, his work was nevertheless very influential at the time of Wilson’s government when science was seen as essential for the future.
What developments were made in education? LO: To analyse the steps taken toward greater inclusion in education
illustrate the main developments in Education during the 1960s appreciate connections between education, class, aspirations and achievement understand the reasons for and impact of change in education
How to take effective notes Listen carefully to the start. A lot of information is given quite quickly- just jot down key words Decipher the outline by listening for: − A topic for each part- break it up into sections To make sure that you get everything, get in the habit of skipping words like "the" and "a" and make use of shorthand and abbreviations. Summarize your notes in your own words. Remember: your goal is to understand, not to try to record exactly everything said. Jot down details or examples that support the main ideas.. Indicate examples with "e.g."
Effective note taking is an important skill that many college students have not mastered. Here are some tips for how to listen actively and take accurate notes.
10
How to take effective notes
Education
Harold, Ted and Jim, 1964 - 1979 The events of 1964 to 1979 are chronicled in Harold, Ted and Jim: When the Modern Failed which describes the British desire for technology and advancement that was bogged down in a Wilson government beset with industrial conflict and decline.
How to take effective notes Grimsby MP “Future of Socialism”
Coincided with move to child-centred teaching
Star- glamorous
Rows of desks replaced
Attacked public schools
Different ability in same room - chaos and boredom
Education secretary Controversial Wife’s book: “If it’s the last thing I do..”
Grammar declined, creativity advanced Informality replaces discipline Hostility to trendy teaching
By 1965 division into 3 groups discredited secondary moderns= second rate Technical schools forgotten about Sense of rejection and failure as a result of selection People were in the wrong schools Division by geography When C took over reform underway C hastened destruction by use of money for new build
Open University- Jennie Lee- Bevan’s widow Opportunity for those who missed chance TV, post to be used Ranked in top 5 Helped 600,000 people
5
What were the problems with the old system?
“The destruction of the selective state schools of England merely drove more of the middle class to the private sector, thus improving the prospects and profits of the fee- charging public schools that Labour’s radicals so despised. Other parents who could afford it bought a home in a ‘good’ school district, leaving the children of the poor at the mercy of the weakest schools and the worst teachers and with a much reduced prospect of upward educational mobility. The ‘comprehensivisation’ of British secondary education was the most socially retrograde piece of legislation in post-war Britain.” Tony Judt, Post-war: A History of Europe Since 1945, 2007
Why was the new comprehensive system criticised?
20
Activity Create a fact file in your notes on Anthony Crosland
Anthony Crosland (1918 - 1977) was a Labour MP and socialist theorist. He occupied the cabinet positions of Secretary of State for Education and Science, and Foreign Secretary. He grew up in North London and was educated at Highgate School, and Trinity College, Oxford. He served as a paratrooper in Europe during WW2, reaching the rank of captain. After the war, Crosland returned to Oxford; became President of the Oxford Union; and then tutored Economics to among others, Tony Benn. He entered Parliament in 1950, as MP for South Gloucestershire. He held that seat until 1955, when he was defeated. Losing his seat turned out to be a blessing in disguise, as it allowed him to write the book The Future of Socialism, in which he outlined the need for traditional socialism to adapt to modern circumstances. Crosland returned to the House of Commons at the 1959 general election when he was elected for the Great Grimsby constituency, which he would represent for the rest of his life. He was a friend and protegé of Hugh Gaitskell and together they were regarded as the "modernisers" of their day. Crosland nominated, and voted for James Callaghan in the leadership contest caused by Gaitskell's death on 18 January 1963. He rationalised his decision to back Callaghan on the basis that "We have to choose between a crook (Harold Wilson) and a drunk (George Brown)".
Name: Background: Education:
Positions:
Stood for:
Achievements:
Although critical of Wilson, Crosland respected him as a political operator. In 1965 Wilson appointed him as Secretary of State for Education and Science. The ongoing campaign for comprehensive education in England and Wales gained a major boost with Circular 10/65, which as a statute rather than a Government Bill was controversial at the time, although a government motion in favour of the policy had been passed in January 1965. Crosland was seen as a leader of the right wing of the party in the 1970s. In 1972 he stood for the deputy leadership after Roy Jenkins resigned, but was eliminated in the first round. He contested the leadership in 1976 following Wilson's resignation, but finished bottom of the poll. After his elimination, he supported James Callaghan, who duly rewarded Crosland by appointing him Foreign Secretary.
10
5
What was the OU?
What was it for?
Going Comprehensive
Expansion of Higher education
Use the textbook, your notes from Marr and any Wideningyou can other information find to complete a chart Opportunities in of key information on Education widening opportunities in Education.
Inauguration of the OU
The “Two Cultures” debate was influential in persuading the government that an expansion of higher education was required to improve scientific knowledge and push forward the government’s modernisation agenda “A good many times I have been present at gatherings of people who are thought highly educated and once or twice I have been provoked, and have asked the company how many of them could describe the second law of thermodynamics. The response was always cold: it was also negative. Yet I was asking something which is the scientific equivalent of: ‘Have you read a work by Shakespeare?’ I now believe that if I had asked an even simpler question, such as, ‘What do you mean by mass?’, or ‘acceleration’, which is the scientific equivalent of saying, ‘Can you read?’ – not more than one in ten of the highly educated would have felt that I was speaking the same language. The majority of the cleverest people in the western world have about as much insight into modern physics as their neolithic ancestors would have had.” C.P. Snow, The Two Cultures
Going Comprehensive
Expansion of Higher education
What was the Butler Act 1944?
What was the Robbins Report?
What were the problems with the old system?
How would Comprehensive schools be different?
What did it recommend? How was this influenced by the “Two Cultures” debate? Examples of some of the new universities created
What was Circular 10/65? How does this link to the Plowden Report? What criticisms were there of the new system?
Widening Opportunities in Education
Results of the Robbins Report
How did the number of students in higher education increase?
What was the purpose of the OU? How did it work?
Who led the project?
Why was it important to Wilson?
Describe contemporary attitudes/ scepticism What are its achievements?
Inauguration of the OU
Going Comprehensive Make separate notes in different colours to show the reasons for and the results of the changes that you describe? Emphasise the impact of the change on equality and its limitations. Widening Opportunities in Education
Inauguration of the OU
Expansion of 30 Higher education
10
Talking Points • Were the educational changes of the 1960s and early 1970s a success? • How was the reality of change different from the theory? • How are education and class linked? • What is the link between education, aspirations and achievement? • What changes have there been between then and now?
The Snow-Leavis Controversy
The Two Cultures is the title of an influential 1959 Rede Lecture by British scientist and novelist C. P. Snow. Its thesis was that the breakdown of communication between the "two cultures" of modern society — the sciences and the humanities — was a major hindrance to solving the world's problems.
1. 2. 3. 4.
Do you think Snow was right about the two cultures? What do you think was Wilson’s attitude to the debate? What impact did this have on government policy? Do you think such a divide still exists today?
The Snow-Leavis Controversy
“A good many times I have been present at gatherings of people who are thought highly educated and once or twice I have been provoked, and have asked the company how many of them could describe the second law of thermodynamics. The response was always cold: it was also negative. Yet I was asking something which is the scientific equivalent of: ‘Have you read a work by Shakespeare?’ I now believe that if I had asked an even simpler question, such as, ‘What do you mean by mass?’, or ‘acceleration’, which is the scientific equivalent of saying, ‘Can you read?’ – not more than one in ten of the highly educated would have felt that I was speaking the same language. The majority of the cleverest people in the western world have about as much insight into modern physics as their neolithic ancestors would have had.” C.P. Snow, The Two Cultures
Although heavily criticised by F.R. Leavis in the Spectator, who dismissed Snow as ‘a public relations man’ for the scientific establishment, his work was nevertheless very influential at the time of Wilson’s government when science was seen as essential for the future.
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