exemplifies the process approach to learning introduced by the NC.
It is worth mentioning here the growing importance of PSE (Personal
and Social Education). Since the 1970s there has been an emphasis on
‘pastoral’ care, i. e. education in areas related to life skills such as
health (this includes looking at drug, discussing physical changes related
to poverty, sex education and relationships). There are usually one or two
lessons a week, from primary school through to sixth form, and they are an
essential part of the school’s aim to prepare students to life in society.
Education in Britain is not solely concentrated on academic study.
Great value is placed on visits and activities like organizing the school
club or field trips, which are educational in a more general sense. The
organization of these activities by teachers is very much taken for granted
in the British school system. Some teachers give up their free time,
evenings and weekends to do this ‘unpaid’ work. At Christmas teachers
organised concerts, parties and general festivities. It is also considered
a good thing to be ‘seen’ to be doing this extra work since it is fairly
essential for securing promotion in the school hierarchy.
Classes of pupils are called ‘forms’ (though it has recently become
common to refer to ‘years’) and are numbered from one to six, beginning
with first form. Nearly all schools work a five-day week, and are closed on
Saturdays. The day starts at or just before nine o’clock and finishes
between three and four. The lunch break usually lasts about an hour-and-a-
quarter. Nearly two-thirds of pupils have lunch provided by the school.
Parents pay for this, except for the 15 per cent who are rated poor enough
and have it for free. Other children either go home for lunch or take
sandwiches.
Schools usually divide their year into three ‘terms’, starting at the
beginning of September:
|Autumn term|Christmas |Spring |Easter |Summer term|Summer |
| |holiday |term |holiday | |holiday |
| |(about 2 | |(about 2 | |(about 6 |
| |weeks) | |weeks) | |weeks) |
Passage from one year to the next one is automatic. At the age of 14
pupils are tested in English, maths and science, as well as in statutory
subjects. At that same age, in the 3rd or 4th form pupils begin to choose
their exam subjects and work for two years to prepare for their GCSE
qualifications. The exams are usually taken in the 5th form at the age of
16, which is a school-leaving age. The GCSE can be taken in a range of
subjects (usually five in number). The actual written exams are set by
independent Examination Boards, and are marker anonymously by outside
examiners, but they must be approved by the government and comply with
national guidelines. There are several examination boards in Britain and
each school decided which board’s exam its pupils take. Most exams last for
two hours, marks are given for each exam separately and are graded from A
to G (grades A, B, C are considered to be ‘good’ marks).
16 is an important age for school-leavers because they have to make
key decisions as to their future lives and careers. There is a number of
choices for them.
§4. Education and training after 16.
The government has stated that all young people should have access to
high-quality education and training after the age of 16. Young people have
two routes they that can follow – one based on school and college
education, and the other on work-based learning.
About 70% of pupils choose to continue full-time education after 16.
Broadly speaking, education after 16 is divided into further and higher
education. Further (and adult) education is largely vocational and covers
up to and including GCE A-level and AC qualifications, General National
Vocational Qualifications (GNVQ) A-level. Higher education covers advanced
courses higher than GCE A-level or equivalent.
Those wishing to go on to higher education stay for two years more into
the Sixth form (17 year-olds in the Lower Sixth and 18 year-olds in the
Upper Sixth). If their schools do not have the sixth form or do not teach
the desired subjects pupils may choose to go to a Sixth Form College. The
pupils then concentrate in two or three subjects, in which they take the
GCE A-level examination. Good passes are now essential because the
competition for places in the universities and other colleges has become
much stiffer. The number of subjects taken at A-level varies between one
and four, although three are usually required for entry into higher
education. The concentration is upon a few subjects a high degree of early
specialization in the British system.
Since 1988 there has been introduced a new level of examination: the AS
exam, which is worth half an A-level and usually, involves one year’s
study. This means that if pupils wish to study more than two or three
subjects in the sixth form they can take a combination of ‘A’ and AS’
levels. A-level arts student, for example, can still study science subjects
at AS-level.
Some young people want to stay in schools for the period between 16 and
18, not just to do academic work but also get ready for examinations that
lead to professional training or vocational qualifications (and because the
general level of unemployment is now high).
To the end of September 1992 there were introduced the GNVQ. They are
mainly undertaken by young people in full-time education between the ages
of 16 and 18 and focus on vocational skills such as business and finance,
information and technology. There are three GNVQ levels – Advanced,
Intermediate and Foundation. An Advanced GNVQ requires a level of
achievement broadly equal to two GCE A-levels. Most commonly the GNVQ’s
courses are studied at CFE but more and more schools are also offering
them.
|The following five levels of NVQs have been established: |
|Level 1 – Foundation; |
|Level 2 – Basic craft; |
|Level 3 – Technical, advanced craft, supervisor; |
|Level 4 – Higher technical, junior management; |
|Level 5 – Professional, middle management. |
There are also job-specific National Vocational Qualifications (NVQs).
These are the awards, which recognize work-related skills and knowledge
and provide a path for lifelong learning. They are prepared by industry and
commerce, including representatives from trade unions and professional
bodies.
NVQs are based on national standards of competence and can be achieved
levels from 1 to 5.
With Britain’s new enthusiasm for continuing education, far fewer 16
years-olds go straight out and look for a job than used to. About a third
of them still take this option, however. The importance of creating a ‘gap’
in their education is ever appealing to young people in Britain today.
Experience outside classroom is also valued since it demonstrates maturity
and a willingness to be independent.
The first step for young people entering the job market is their local
Jobcentre or careers office. Some school careers advisors teach such skills
as filling out a curriculum vitae or writing letters applying for jobs,
which is a problem for many young people. Youth workers of Youth Service
organizations also can give advice and counseling. A large number 16 and 17
years-olds enter. Youth Training Programmes established by the government
as a means of helping young people to gain vocational experience. The
government guarantees a place on the scheme to everybody under 18 who is
not in full-time education or in work. Such programmes cover a wide range
of vocational skills from hairdressing to engineering.
To sum up, average pupils usually attempt six or seven subjects, and
the basic subjects required for jobs and further education are English,
mathematics, science and foreign language. Good GCSE results will qualify
pupils for a range of jobs, and for entry to further education if desired.
GCE A-level examinations are normally associated with more academic
children, who are aiming to entry higher education or to get professions.
The dispersion of all 16-17 years olds in Britain in 1990 was following:
> 36% were at schools or colleges;
> 49% were working (employment) or seeking work;
> 15% were in Youth Training placements.
§5. Higher education.
As has been mentioned above, there is a considerable enthusiasm for
post-school education in Britain. The aim of the government is to increase
the number of students who enter into higher education. The driving force
for this has been mainly economic. It is assumed that the more people who
study at degree level, the more likely the country is to succeed
economically. A large proportion of young people – about a third in England
and Wales and almost half in Scotland – continue in education at a more A-
level beyond the age of 18. The higher education sector provides a variety
of courses up to degree and postgraduate degree level, and careers out
research. It increasingly caters for older students; over 50% of students
in 1999 were aged 25 and over and many studied part-time. Nearly every
university offers access and foundation courses before enrolment on a
course of higher education of prospective students who do not have the
