英国教育

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英国教育体系英文版介绍短文

英国的教育体系经过几百年的沿革，相当的完善和复杂，这里就

有它的英文版介绍。下面为大家带来英国教育体系英文简介，希望

对你有所帮助!

Theeventsthatleaddirectlytothebirthofthemodern

systemofeducationinEnglandaretobesoughtmainlyinthe

condhalfofthe19th-century.

Therewerecertainindividualsatthebeginningofthe19th

centurywhowereinfavourofwidespread

education,however,foranumberofreasons,theydidnothave

n

inthecenturyleadersoftheChartistMovementandthe

Radicalswereinfavourofsomesortofnationalsystemof

r,itissafetosaythattherewasno

widespreaddesirefortheeducationofthepopulationasa

ociallegislationofthisperiodeducationdidnot

becomearealpriorityuntiltheyearofthefirstEducation

Act,1870.

Obstaclesinwayofanationalsystemoffreecompulsory

education

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Theestablishmentofanationalsystemofeducationcame

lateinEnglandmainlybecauofthesocial,economicand

religiousclimateofthecentury.

herclassofsocietyhadnointerestin

advocatingtheculturaldevelopmentoftheworking

ontrary,theeffectsoftherevolutionaryspiritin

Europereinforcedconrvativeattitudesthatwerecertainly

notconducivetoadvocatingthedevelopmentofthecritical

facultiesofthepeopleasawhole.

rdidthevastmajorityoftheworkingclasshave

abourwascommon

practiceinthisperiodandworking-classfamilieswerevery

reluctanttogiveuptheearningsoftheirchildrenforthe

loymentofchildrencontinuedto

increaevenafter1850.

eeffectofProtestantism,withitmphasison

individualism,personalsalvation,theprivatereadingand

interpretationofScripture,rancontrarytoanysortof

collectivistthought.

ousconflictalsodelayedtheestablishmentofa

mpleofthiscanbeen

inthereactiontotheclausregardingeducationinthe1843

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asviolentoppositiononthepartof

nonconformistsandCatholicsalikebecau,accordingtothe

Bill,headmastershadtobeoftheChurchof

rmore,thechildrenweretobetaughtthe

catechismandbeprentatliturgicalcelebrationsaswellas

lfailed.

aofculareducationhadneverbeenpopular

ionhadalmostexclusivelybeen

rmore,we

shouldnotforgettheconflictbetweencularandreligious

thoughtthatcharacteridthecentury,especiallythelatter

heculturalandreligiousclimateofthecenturyit

becameobviousthatanynondenominationalsystemof

nlyinthe

20thcentury,withtheriofindifferencetowardsreligious

teaching,thatgeneralnondenominationalschoolingbecame

nationaleducationwasfurtherreinforcedby

theincreaintheCatholicpopulationduetothewaveofIrish

immigrantsduringandfollowingtheGreatFamineinIreland

(1845-50).

lsothoughtthatthevoluntaryschoolsystemwas

quitesuccessfulandthatitwasbetternottoencourage

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rmore,thedominant

laisz-fairetheoryofthetimemeantthat,asinmostareas,any

directinterventiononthepartofthestateinthefieldof

tewasonlytoo

happytoleaveeducationtotheprivatector,voluntaryor

ioncouldnotconstituteanexceptiontothe

r,the

voluntaryinstitutionsdidnothavetheinfluenceorpowerto

constructanationwidesystem.

Economicdevelopmentandtheincreaofwealthwere

stionofeducationonly

attractedverylimitedattention.

Tendenciesandeventsfavouringnationaleducation

Noteverythingwasnegative;therewerequitedistinct

undercurrentsofthoughtbeginningtoemergethateventually

thecentury,and

particularlyduringthecondhalf,wehavethebeginningsof

anationalsystemofeducationthatowesitsbirthtomany

factors.

efirstdecadeofthe19th-centurythere

emergedindicationsofnewthinkinginthefieldof

icularinterestistheBillintroducedintothe

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HouofcommonsbySamuelWhitbreadin1807.

1807SamuelWhitbreadpropodtodealwiththe

wholeofthePoorLawwiththeintroductionofaBillinthe

icularinterestisthefirstpartofthe

Bill,ead

advocatedmakingtheparishresponsibleforeducationand

propodthateachchildshouldhavetwoyearsofeducation

ghtthiswouldreduce

crimeandpauperism.

onsideredtooexpensivetoimplementanditwas

alsothoughtthattheintroductionofsuchaschemewould

takethepeopleawayfrommanualworkandmakethem

ghunsuccessful

thethoughtofgeneralideducationforthemasswaven

thenbeingexpresdandwaslatertobereiteratedconstantly

throughoutthecenturyeventuallyleadinguptothe1870

EducationAct.

aofwidespreadeducationwasalsohelpedby

thegradualincreaincollectivistthoughtespeciallyafter

wasonlyafterthisdatethatanyideaofwidespreadstate

interventioninthefieldofeducationcouldfindfertileground.

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iousFactoryActsof1833,1844,and1867were

anothercontributoryfactortowardsthegeneraltendency

ctsfocudnotonlyonthe

conditionofworkersbuttheyalsohadtheeffectofimposing

certainrestrictionsonchildlabour,whichinturnfavouredthe

opportunityofanalternative:educationforthechild.

econdhalfofthe19th-centurycrimeand

pauperismincread,

commercialandmanufacturingsupremacyofBritainwasin

declineandthiswasentobemostlyduetothefactthat

otherEuropeancountrieshadamoredevelopedtechnical

calstabilityandeconomicprosperity

nowemedtobeassociatedwiththeeducationofthe

ionnowemedfinanciallyviable.

1869twoothersocietieswereestablished:the

EducationLeague,whichturnedcularandtheNational

EducationUnion,

mainlyduetothetwosocietiesthattheEducationActof

1870waspasd.

TheEducationActof1870

ItwaswiththeEducationActof1870,alsoknownasthe

"ForsterAct",thatwehavetherealbirthofthe

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tonlygaveri

toanationalsystemofstateeducationbutalsoassuredthe

existenceofadualsystem-voluntarydenominationalschools

andnondenominationalstateschools.

Theactrequiredtheestablishmentofelementaryschools

erenottoreplaceorduplicatewhat

alreadyexistedbutsupplementthoalreadyrunbythe

churches,privateindividualsandguilds.

Thecountrywasdividedintoschooldistrictsandintho

areaswheretherewasinadequateprovisionschoolboards

ereresponsibleforraising

oolswere

oftencalled"boardschools".

Theelementaryschoolshadtobe

oolboardscouldchargeaweekly

mitedperiodtheschool

boardscouldpaythefeesiftheparentswereunabletodo

untarySchoolscouldalsoreceivesuchpaymentof

feesfromtheschoolboards.

Theyhadtoguaranteeattendanceforallchildrenintheir

ool

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officersor"BoardMen",astheywerecommonly

known,becameoneofthoterriblymenacingfiguresfirmly

gurewas

moremenacing

becauthechildcouldonlypicturehiminhisimagination(if

hefaithfullyattendedschool,thatis!).Hewasalsoknownasthe

SchoolAttendanceOfficer.

Religiousinstructionwasanintegralpartoftheschool

stobe

nondenominational.

Since1870VoluntarySchoolsdeclinedexceptRoman

CatholicSchoolsbecauBoardsSchoolsprovidedbetter

buildingsandhigherpayforteachers.

Elementaryeducationbecameeffectivelyfreewiththe

passingofthe1891EducationAct.

英国教育体系介绍英国教育体系总体来说分为三个阶段：义务

教育(CompulsoryEducation)，延续教育(FurtherEducation)和高

等教育(HigherEducation)。

一、义务教育(CompulsoryEducation)

英国的学生从四岁开始接受义务教育，享受全免费的国家福利，

学校甚至还提供免费的午餐，所有的家长必须把自己的孩子送到学校

读书。小学教育一般持续到11岁，然后进入中学。英国的中学不分

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初中高中，从中一(Form1)到中五(Form5)共五年的时间。

二、延续教育(FurtherEducation)

延续教育是英国教育体系中最有特色也最精彩的部分，它是继小

学(Primary)中学(Secondary)教育之后的“第三级教育”(Tertiary)。

为进入高等教育或者就业打下基础。也是中国的高中学生留学英国的

关键阶段。一般来说接受延续教育的学生介于16和18岁之间。它

分为两种体系：学业路线(AcademicRoute)和职业路线(Vocational

Route)。学业路线着重于培养学术研究方面的人才，职业路线则结合

社会各层面的职业需要，培养在各种行业中具有专门技能和知识的人

才。这两种体系在英国受到同等的重视。

三、高等教育(HigherEducation)

顾名思义，高等教育是英国教育体系中的高级阶段，它包括:

本科(BachelorDegree)

研究生(MasterDegree)

博士生(DoctorialDegree)

高级国家文凭(HND-HigherNationalDiploma)。

高等教育通常都是由大学(University)提供，但许多学院

(College)也提供Bachelor和HND课程。