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British secondary education has changed in major ways since 1945. This book examines some consequences and implications of both change and stability, drawing on a unique series of national surveys of school leavers in Scotland. The authors provide an empirical and theoretical account of central problems of contemporary schooling. Their analysis covers: certification, curriculum and selection; the effects of educational expansion; trends in educational inequality; the impact of comprehensive reorganisation; truancy and alienation from schooling; the explanation of differences in performance between schools and the implications for the public accountability of schools. From these analyses the authors develop a critique of the ‘theory’ of the education system that underpinned expansion. They examine this theory’s logical and empirical status as ‘myth’ and elaborate how the political system and social science might jointly overcome some of the methodological difficulties that beset social and educational research.
British secondary education has changed in major ways since 1945. This book examines some consequences and implications of both change and stability, drawing on a unique series of national surveys of school leavers in Scotland. The authors provide an empirical and theoretical account of central problems of contemporary schooling. Their analysis covers: certification, curriculum and selection; the effects of educational expansion; trends in educational inequality; the impact of comprehensive reorganisation; truancy and alienation from schooling; the explanation of differences in performance.
Excerpt from How the Curriculum of the Secondary School Might Be Reconstructed Oi late years, however, the relations between the secondary schools and the colleges have not been so satisfactory. The expansion in the scope of secondary education, due to the causes above noted, and the con sequent increase in high school electives, have brought about a steadily growing invasion of the do main occupied by the subjects studied in accordance with the requirements of college entrance, with the result that their formerly unchallenged preponderance in the secondary curriculum is already a thing of the past as far as the high schools are concerned; While the colleges, in order to secure what they believe to be due recognition for preparatory subjects, have felt it their duty to adopt a position which the secondary schools have been swift to resent. The contention of the colleges is, in the main, that the secondary schools are giving undue attention to electives, to the detri ment of the solidarity of the old Quadrivium the secondary schools evidently suspect that the colleges are seeking to dominate the whole scheme of secondary education, with the selfish object of making it pre paratory, even subservient, to college work. The sit uation is mutually unsatisfactory and the conditions, unless speedily changed, are likely to result detri mentally to both parties, and to the injury of the na tional system of education. Nothing is more neces sary to intellectual progress than harmony and good understanding between the universities and theb sec ondary schools; and when a condition arises which appears likely to disturb that harmony, it is the duty of both parties to seek for the cause of that condition and, if possible, remove it. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.