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Essay / Research Paper Abstract
This 5 page paper discusses the development of the comprehensive education system following World War II. The Butler Education Act of 1944 established the comprehensive secondary education system. It was a tripartite system with students identified for one of three types of secondary schools based on tests they took at age 11. This essay discuses the purpose of the Act and the arguments for and against the system. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGcmpUK.rtf
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Unformatted sample text from the term paper:
Education Act was the last major act of the coalition government that was headed by Prime Minister Winston Churchill (University of Derby, 2002). This Act shaped the nature of the
secondary education system in England and Wales for the next two decades (University of Derby, 2002). The Butler Education Act created the Tripartite System, which divided secondary schools into three
different types of education (University of Derby, 2002). Each 11 year-old child took two tests, one measured the childs general intelligence and the other measured the childs potential for further
education (University of Derby, 2002). The child was then eligible for one of the types of secondary schools based on the results of these tests (University of Derby, 2002). Those
three types of schools were: 1. Grammar School, which was for the most academically able children (University of Derby, 2002). These schools were academically-focused and included such subjects as Classical
Greek or Latin and modern European languages (University of Derby, 2002). Between 12 and 25 percent of the children in any local education area qualified for this school (University of
Derby, 2002). 2. Secondary Modern School, which was designed for the least academically able children (University of Derby, 2002). The focus was on the basic skills, such as numeracy, reading
and writing (University of Derby, 2002). Most students left the school at about age 15 (University of Derby, 2002). 3. Secondary Technical School, which was designed for those children who
were identified as those who would benefit the most from practical skills training (University of Derby, 2002). These schools focused on the basics as well as on practical skills, such
as domestic sciences, arts, wood working and so on (University of Derby, 2002). Students left at about age 16 and some went on to Grammar schools (University of Derby, 2002).
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