This paper presents a proposal to reintroduce the tripartite system of education that was in use in England and Wales during and after the World War II from 1944 in to the 1970s (Nind, Rix, Sheehy, & Simmons, 2003, pp. 37). This education system was also replicated in Northern…
The tripartite education system introduced three levels of state funded education in England and Wales comprising of Primary school education, secondary school education and further or higher education. Primary school, also known as grammar school education was the first stage of learning, accommodating children up to the age of 11. It was further subdivided into three levels namely infant, nursery and junior levels (Bailey, 2010, pp. 26). The Secondary school or technical grammar schools represent the second level, which initially enrolled children between 11 and 15 years, although this was later increased to 16 beginning from 1973. Further education or Secondary Modern School, unlike the other two levels, was optional and admitted students beyond 16 years of age (Tomlinson, 2005, pp. 48).
The tripartite education system was introduced in England and Wales as a response to the Prime Minister’s desire to create an inclusive society where each individual would have equal opportunity to enjoy advantages and privileged available in the country (Baldock, 2011, pp. 13). There was a great desire among the English people to create an identity of their own through the education system that would help individuals transition from the effects of the World War II to live independent lives. The tripartite system was then identified as the best alternative to empower the British society and promote development of skills among the emerging crop of youths in the country. This system was spearheaded by people in the country such as Sir Cyril Burt, a prominent psychologist and Herwald Ramsbotham, president of the Board of Education at the time. The Tripartite system was relatively successful in the beginning before education became highly politicized in England and Wales, leading to abolition of the system and introduction of the Comprehensive System.
Before the Education Act of 1944, there was no universal ...
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(Education Policy Assignment Example | Topics and Well Written Essays - 1500 Words)
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ar relationship between the objective and the problem because it evident that students from poor backgrounds, minorities, and disable student are most likely to drop-out of school after clearing high school or they may end-up drop-out in college
Yes, because there are some high
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