The Higher Education System in England - Univerzitet u

Chapter 11.( )people in different parts of Britain like to use the name England to refer to theircountry.英国不同地区的人们喜欢用这个名字英格兰引用他们的国家。

2.( )The Severn River is the longest river of Britain, which originates in Wales and flowsthrough western England.塞文河是英国最长的河流,它起源于威尔士和英格兰西部流过。

3.( )Today more than half of the people in Wales still speak the ancient Welsh language.今天有一半以上的人仍然在威尔士说古代威尔士的语言。

4.( )In terms of population and area, Northern Ireland is the second largest part of Britain.在人口和面积方面,北爱尔兰是英国第二大的一部分。

5.( )Although the climate in Britain is generally mild, the temperature in northern Scotlandoften falls below -10o C in January.虽然在英国通常是温和的气候,在苏格兰北部的温度经常低于-10年1月份oc6.( )The majority of the people in Britain are descendants of the Anglo-Saxons.英国的大多数人是盎格鲁撒克逊人的后裔。

7.( )The Celtic people were earliest known inhabitants of Britain.英国凯尔特人们现知最早的定居者。

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!The events that lead directly to the birth of the modern system of education in England are to be sought mainly in the second half of the 19th-century.There were certain individuals at the beginning of the 19th century who were in favour of widespread education,however,for a number of reasons,they did not have the backing either of the government or of the ter on in the century leaders of the Chartist Movement and the Radicals were in favour of some sort of national system of education.However,it is safe to say that there was no widespread desire for the education of the population as a whole.In the social legislation of this period education did not become a real priority until the year of the first Education Act,1870.Obstacles in way of a national system of free compulsory educationThe establishment of a national system of education came late in England mainly because of the social,economic and religious climate of the century.1.The higher classes of society had no interest in advocating the cultural development of the working classes.On the contrary,the effects of the revolutionary spirit in Europe reinforced conservative attitudes that were certainly not conducive to advocating the development of the critical faculties of the people as a whole.2.Neither did the vast majority of the working class have any real interest in education.Child labour was common practice in this period and working-class families were very reluctant to give up the earnings of their children for the benefit of education.The employment of children continued to increase even after 1850.3.Also the effect of Protestantism,with its emphasis on individualism,personal salvation,the private reading and interpretation of Scripture,ran contrary to any sort of collectivist thought.4.Religious conflict also delayed the establishment of a national system of education.One example of this can be seen in the reaction to the clauses regarding education in the 1843Factory Bill.There was violent opposition on the part of nonconformists and Catholics alike because,according to the Bill,headmasters had to be of the Church of England.Furthermore,the children were to be taught the catechism and be present at liturgical celebrations as well as service on Sundays.The Bill failed.5.The idea of secular education had never been popular during the cation had almost exclusively been under the control of the established church.Furthermore,we should not forget the conflict between secular and religious thought that characterised the century,especially the latter half.Given the cultural and religious climate of the century it became obvious that any nondenominational system of education would be well nigh impossible.It was only in the 20th century,with the rise of indifference towards religious teaching,that general nondenominational schooling became possible.Denominational education was further reinforced by the increase in the Catholic population due to the wave of Irish immigrants during and following the Great Famine in Ireland (1845-50).6.It was also thought that the voluntary school system was quite successful and that it was better not to encouragegovernment intervention.Furthermore,the dominant laissez-faire theory of the time meant that,as in most areas,any direct intervention on the part of the state in the field of education was to be discouraged.The state was only too happy to leave education to the private sector,voluntary or cation could not constitute an exception to the tenaciously upheld doctrine of laissez-faire.However,these voluntary institutions did not have the influence or power to construct a nationwide system.Economic development and the increase of wealth were seen to be priority issues.The question of education only attracted very limited attention.Tendencies and events favouring national educationNot everything was negative; there were quite distinct undercurrents of thought beginning to emerge that eventually led to the 1870 Education Act.During the century,and particularly during the second half,we have the beginnings of a national system of education that owes its birth to many factors.1.From the first decade of the 19th-century there emerged indications of new thinking in the field of education.Of particular interest is the Bill introduced into theHouse of commons by Samuel Whitbread in 1807.2.In 1807 Samuel Whitbread proposed to deal with the whole of the Poor Law with the introduction of a Bill in the House of Commons.Of particular interest is the first part of the Bill,which dealt specifically with education.Whitbread advocated making the parish responsible for education and proposed that each child should have two years of education between the ages of 7 and 14.He thought this would reduce crime and pauperism.3.It was considered too expensive to implement and it was also thought that the introduction of such a scheme would take the people away from manual work and make them dissatisfied with their social situation.Although unsuccessful the thought of generalised education for the masses was even then being expressed and was later to be reiterated constantly throughout the century eventually leading up to the 1870 Education Act.4.The idea of widespread education was also helped by the gradual increase in collectivist thought especially after 1865.This is quite evident in the works of Carlyle and Ruskin.It was only after this date that any idea of widespread state intervention in the field of education could find fertile ground.5.The various Factory Acts of 1833,1844,and 1867 were another contributory factor towards the general tendency towards national education.These acts focused not only on the condition of workers but they also had the effect of imposing certain restrictions on child labour,which in turn favoured the opportunity of an alternative:education for the child.6.In the second half of the 19th-century crime and pauperism increased,so did riots strikes and social unrest.The commercial and manufacturing supremacy of Britain was in decline and this was seen to be mostly due to the fact that other European countries had a more developed technical education system.Political stability and economic prosperity now seemed to be associated with the education of the cation now seemed financially viable.7.In 1869 two other societies were established:the Education League,which turned secular and the National Education Union,which was conservative and Anglican.It was mainly due to these two societies that the Education Act of 1870 was passed.The Education Act of 1870It was with the Education Act of 1870,also known as the "Forster Act",that we have the real birth of themodern system of education in England.This not only gave rise to a national system of state education but also assured the existence of a dual system - voluntary denominational schools and nondenominational state schools.The act required the establishment of elementary schools nationwide.These were not to replace or duplicate what already existed but supplement those already run by the churches,private individuals and guilds.The country was divided into school districts and in those areas where there was inadequate provision school boards were to be elected.These were responsible for raising sufficient funds to maintain the schools.The schools were often called " board schools".These elementary schools had to be non-denominational.The school boards could charge a weekly fee not exceeding 9 pence.For a limited period the school boards could pay the fees if the parents were unable to do so.The Voluntary Schools could also receive such payment of fees from the school boards.They had to guarantee attendance for all children in their respective districts between the ages of 5 and 13.The School Board could appoint officers to enforce attendance.Theseofficers or "Board Men",as they were commonly known,became one of those terribly menacing figures firmly implanted in the minds of young schoolboys.This figure was an effective deterrent in playing truant.All the more menacing because the child could only picture him in his imagination (if he faithfully attended school,that is!).He was also known as the School Attendance Officer.Religious instruction was an integral part of the school curriculum but was not compulsory.This was to be nondenominational.Since 1870 Voluntary Schools declined except Roman Catholic Schools because Boards Schools provided better buildings and higher pay for teachers.Elementary education became effectively free with the passing of the 1891 Education Act.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(Compulsory Education)，延续教育(Further Education)和高等教育(Higher Education)。

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Pre-School
• The government has promised to improve the quality of education available for this age group and to increase the quantity of available places. All four year olds are now promised a part-time place of five morning or afternoon sessions per week, and the government has set a target of providing a place for two thirds of three year olds by 2002.
Types of Government School
• Community schools - the largest category of mainstream comprehensives, largely under the control of the local education authority. • Foundation schools - exercising a greater degree of independence, the governing body is the 'employer' and sets admissions policies. • Voluntary-aided schools - such as church schools, in which the governing body sets admissions policies and in which the charitable foundation which 'owns' the school makes a financial contribution to its running. • Voluntary-controlled schools - these are owned by charitable foundations, but the local authority employs staff and sets admissions policies.

第十讲Education in BritainEducation in Britain is carried out in three stage：primary，secondary and higher cation is compulsory forchildren between the ages of 5 and 16.Independent schools are fee-paying institutions，providing pupils with two stages of education：in prep schools and public schools.Public schools are the most expensive and the best known of independent schools for their house system and prefect system.Examinations for secondary schooling are represented by the three main certificates：the certificate of Secondary Education（CSC），the Ordinary Level of the General Certificate of Education （“O” Level of GCE）and the Advanced Level of the General Certificate of Education （“A” Level of GCE）.All universities are private institution;each having its own governing council and deriving nearly all of its funds from state grants.Universities in Britain can be roughly divided into three groups：Oxbridge，redbrick and new universities.“Oxbridge” refers to the two most fam ous higher education institutions in England：Oxford and Cambridge. Included in this group are four other universities founded in Scotland in the 15th and 16th centuries.“Redbrick” is a name for a group of universities founded between 1850 and 1930，aimed at providing higher education for local inhabitants who could not afford the cost of going away from home for their studies.The New universities were all founded after World War II. Despite the newness of these institutions，they quickly became popular because of their modern approach to university courses.What deserve special attention of the three categories of universities are the college system and the tutorial system of Oxford and Cambridge.•The Open University ia an innovation in the late 1960’s，which provides chances for people of all ages and to which entry is much less restricted.•Schoolteachers must have a certain qualification for teaching and are paid according to a set standard，with supplements.•The central Department of Education and Science and the Local Education Authorities（L E As）jointly administered education in Britain，with the main responsibility left to the L E As.•The L E As control all state schools，and each school has a governing board. An independent school has a separately constituted board of governments，which controls the finances and appoints the headmaster. The majority of children attend state•State education is in two stages：primary education and secondary education. Primary education takes place in three categories of schools：nursery schools，infant schools and junior schools，and secondary education in a variety of schools：grammar schools，secondary modern schools，technical schools and comprehensive schools.1.HistoryAmerican education，like all the other elements of American culture ，is rooted in the Old World. Coming to the American wildness with a belief that education was fundamental to religion and to service for the commonwealth，the settlers began their work in establishing an education system soon after their arrival. By the American Revolution，something of an American pattern of education was emerging.⏹With the achievement of independence，Americaneducation came into its own. Among the Founding Fathers of the United States ，Thomas Jefferson made the most contribution to American educational philosophy and practice.⏹The Post-Civil War era was marked by the proliferating ofcompulsory education laws and the rapid expansion of public⏹After the turn of 20th century，a variety of federal programsexerted great influence on education. Racial segregation in education was declared unconstitutional.⏹With the achievement of independence，American educationcame into its own. Among the Founding Fathers of the United States ，Thomas Jefferson made the most contribution to American educational philosophy and practice.⏹The Post-Civil War era was marked by the proliferating ofcompulsory education laws and the rapid expansion of public schools.⏹After the turn of 20th century，a variety of federal programsexerted great influence on education. Racial segregation in education was declared unconstitutional.2.Administration⏹Since the US constitution mentions nothing on education，all educational matters are left to individual states.⏹On the state level，educational policy is generally theresponsibility of a state board of citizens. Yet there is no uniform pattern of state administration.⏹Most state boards are appointed，but a few are elected.⏹Local administration，too，varies tremendously. Thegeneral pattern is that local schools are governed by local school boards. There are，however，numerous exceptions.⏹Founds for schools come form 3 sources：local propertytaxes，state，and national government. Two extreme cases are Hawaii and New Hampshire.⏹Most Colleges and universities are administered byseparate university boards. Public higher education is financed at least two thirds by state and federal grants with the balance paid by students. Private colleges and universities support themselves，and levy high tuition charges.3.Practices⏹American education mainly falls into 3 categories：elementary education，secondary education，and higher education.⏹Elementary education covers 12 years with a number Of subdivisions.⏹Elementary education has experienced a shift inemphasis on its goals: form a sense of responsibility to the development of autonomous individuals.⏹Secondary education is identified withseveral different kinds of high schools: vocational and technical high schools, academic high schools, and comprehensive highschools, each having a somewhat different mission.⏹Higher education includes undergraduate study andgraduate study. The former lasts for four while the latter varies with different fields of study.⏹Professors teach undergraduates bygiving lectures supplemented by class discussions between them, and give different examinations for different purposes.⏹In order to receive an undergraduate degree,students are required to complete successfully a minimum number of credits for their courses. Each course is worth a certain number of credits depending on how many hours of classes or other teaching activities they have each week.⏹Graduate work leads to the master’s degree and,beyond that, the doctor’s degree, both of which emphasize preparation for research or professional practice.•Assistantships are available in many graduate schools. Students awarded assistantships are expected to devote up to 20 hours each week for certain duties.• A central factor in the operation of higher education institutions is that it is the faculty that determines the students’recruitment, the length of study, the curriculum, andthe selection of teaching staff.•One unique characteristic of American higher education is that colleges and universities, especially the land-grant universities and the public community colleges, offer a wide range of services to the communities they serve.。