Welfare of compulsory education in Britain

下面为大家整理一篇优秀的assignment代写范文- Welfare of compulsory education in Britain，供大家参考学习，这篇论文讨论了英国的义务教育福利化。义务教育是指国家在法律中规定一定年龄的儿童必须受到一定程度的教育。义务教育福利化是实现教育公平的有效手段。在西方社会福利制度的发源地英国，教育福利事业的渊源可回溯到17世纪。义务教育发端后，英国政府通过减免学费、提供福利服务等举措，极大地推动了教育民主化进程和义务教育福利制度的建立与完善。

Welfare of compulsory education is an effective means to realize educational equity. In Britain, the birthplace of the western social welfare system, educational welfare can be traced back to the 17th century. Since the beginning of compulsory education, the British government has greatly promoted the process of education democratization and the establishment and improvement of the compulsory education welfare system by reducing tuition fees and providing welfare services.

Compulsory education means that the state stipulates in the law that children of a certain age must receive a certain degree of education. Compulsory education is the basic right of citizens. The connotation of compulsory education welfare includes two aspects: first, to protect citizens' right to education; second, to provide necessary welfare services for the educational objects. In Britain, which has a long history of education welfare, compulsory education welfare has experienced long-term development and has become a complete compulsory education welfare system benefiting all school-age children.

Before the 17th century, the British aristocracy monopolized the right to education. The British government adhered to the old tradition and did not interfere in the national education, so the children of the working people basically had no access to education. Beginning in the mid-17th century, primary schools, controlled by churches and civil institutions, grew in size. These schools specially house poor children and provide them with the most basic living conditions free of charge. The teaching contents are mainly doctrines, with preliminary knowledge of reading, writing and calculation. The money came mainly from church grants and charitable donations. Although such schools have strong religious color, they objectively endow the right to receive education to some children of the lower class, and meet their necessary and minimum needs for survival, which may be regarded as a simple form of educational welfare. Of course, this so-called educational "welfare" is nothing like the educational welfare in modern sense.

The middle of the 18th century British industrial revolution broke out, in the face of emerging Labour demands for equality in the political, economic and industrial production continued ascension of laborer, scientific and cultural quality requirements, the British government for the integration of public will, promote the rapid development of the productive forces, in the early 19th century began to discard the old tradition that country regardless of education, has issued a series of support elementary education run by the local laws and regulations, the state Treasury, corresponding measures have sought to expand the scope of object of education. By 1870, however, only 40% of British children aged 6 to 10 attended school, and only 33% of children aged 10 to 12 attended school.

In February of that year, parliament passed The Elementary Education Act, proposed by The administrator of The department of Education, William Edward Forster. The law divided the country into several school districts, which set up school boards to manage primary education in their areas. School boards are also responsible for setting up public elementary schools in districts with inadequate school facilities. At the same time, the bill authorizes school district school boards to pass local legislation to impose compulsory education on children between the ages of 5 and 12. It also stipulates that public elementary schools must pay no more than 9p a week.

The introduction of the primary education law laid a foundation for the implementation of compulsory primary education. By 1876, 50% of residential areas in England had made primary education universal. However, the act allows the charge of primary education, which is quite unfavorable for the protection of the education right of the children of the lower class. According to the American scholar David Roberts, "at that time, families living below the poverty line generally had a living allowance of 20 shillings per week, of which 14 shillings were used for food, 3-4 shillings for rent, and the rest were used for clothes, light, fuel... Many have no money left to buy a half-penny newspaper, a pale ale at a public pub, a tram ticket or a penny for the children. Economic life actually became one of the obstacles preventing the children of the lower class from receiving primary education. Poor children have low attendance and high dropout rates. British education historian Richard Aldrich was specifically describe a way: "although a large number of poor son was forced to go to school on time, but many children are hungry to go to school, and spent the whole day so hungry, and some children in rags, or simply don't go to school, because they can not on my way to school and school shoes and coat".

It is worth noting that the practice of charitable groups providing free food to malnourished children in primary schools, which began in the mid-19th century, was promoted after the primary education act. The move, however, came under fire from j. g. itch, who was then the education director. "Schools are about teaching, not about giving away fresh milk," he says. It will have a demoralizing effect on many parents who are not yet beggars but are going to get free food for their children and spend more money on alcohol. Therefore, it is urgent to bridge the differences in the understanding of the welfare of compulsory education.

In 1880, the British parliament passed the Mundella's Act, announcing the implementation of compulsory education for children aged 5 to 10 nationwide. This means that the right to education has become a universal right of the people in the national legal level. But poor families are resistant to the bill, given that the conflict between fee-paying compulsory education and economic life remains acute. School boards do a lot of admonishing. Under such circumstances, the enrollment rate of school-age children in Britain steadily increased, reaching 90% by the end of the 1880s.

In 1891, the British government promulgated the Free EducationAct to officially start the free process of compulsory education. The bill provides for an annual education subsidy of 10 shillings per pupil, based on the average number of children aged 3-15 in each public elementary school, and prohibits any form of payment to children aged 3-15 in public elementary schools whose average annual cost of education is less than 10 shillings per pupil. The law also allows public elementary schools, which receive grants above 10 shillings, to collect the difference from students. By the end of the 19th century, most children were able to receive six to seven years of formal education, and the number of years of compulsory schooling was increased to 12. The free education act has benefited the vast majority of poor children, but about 17 percent of students in public elementary schools still pay tuition.

At the turn of the 19th and 20th centuries, concern about the health of the poor grew as the physical decline of the younger generation reflected in conscription work in the Boer War was revealed by British major-general Frederick Maurice. In this context, some Local Education Authorities began to provide medical services to children in Local public elementary schools. By 1905, 48 local education authorities had established long-term mechanism of physical examination, and 85 local education authorities employed health officers. In 1906, the newly elected Liberal Government enacted the school Meals Act, which allowed local education authorities to provide free Meals to the poorest children in public elementary schools, thus formally legalizing this folk tradition that originated in the last century.

The following year, the British parliament legislated to require local Education authorities to conduct free physical examinations for all children in public elementary schools, and authorized them, with the approval of the Board of Education, to provide necessary treatment for children who failed the physical examination. In order to ensure the implementation of the above issues, the education commission has set up a medical office to supervise and coordinate the work of local education authorities. The implementation of welfare services, represented by medical and catering services, to some extent eliminates the negative impact of the lack of "intergenerational transfer opportunities" on the growth of children of the poor and enables them to develop their potential equally. As the ancient Greek philosopher Aristotle said: "justice or equity is the demand that conditions in people's lives that are determined by the government be equally available to all."... However, many local education authorities have been on the sidelines because of the non-compulsory nature of the law. By 1914, local education authorities were paying only a quarter of a penny per meal for meals, which were available only in the middle of the school year.

At the end of the World War I, the British parliament passed a bill chaired by Herbert Albert Lawrence Fisher, chairman of the committee on Education. The bill would raise the age of compulsory education to 14. It would require local education authorities to open adequate eontin-uation schools for children aged 11 to 14 or 16 in the region. The law also requires local education authorities to provide medical examinations for students enrolled in their continuing and secondary schools.

After the enactment of the education act of 1918, free compulsory education was finally realized. This marks the realization of equality of educational rights at the most basic level, which is a great progress in the history of British education. Soviet scholar vladimir lapchenko once said that the act "actually resulted in the implementation of compulsory education for children under the age of 14". However, the equality of education rights only means the equality of education starting point, does not mean everyone can enjoy the same quality of education. As a matter of fact, when the years of compulsory education have partially coincided with the age of secondary education, the children of the lower class can only complete the compulsory education in the continuing school due to the high tuition fees and the lack of connecting channels in the education system such as junior middle school, which is basically out of the public secondary schools gradually developed after 1902. In response, scholar Peter Gordon once commented: "social class is an important factor in modern British history -- the relationship between social class and school education is one of the most prominent characteristics of the British education system.

At the same time, the education act of 1918 effectively promoted the development of medical services. The board of education immediately established a regulation requiring local education authorities to provide treatment for children with minor diseases, visual impairment and tonsil hypertrophy. The costs incurred shall be borne by the parents, but it is true that extreme poverty families can receive free treatment.

Since 1920, unemployment and poverty have become common problems due to the negative effects of the first world war and economic crisis. Since then, compulsory education and welfare have entered into a slow but progressive development track. In the 1930s Sir John Boyd Orr, a nutritionist, found that a quarter of British children were malnourished and that the nutrients they received from their food were inadequate in all respects -- including calories, protein, minerals and vitamins. Under the guidance of this study, the British government in 1934 approved a grant for the Milk mar-keting Board to support its implementation. Under the scheme, milk boards would be required to supply a third of a pint of milk a day for less than a quarter of a penny per school-age child, with local education authorities covering the cost for poor families. By 1939, 50 percent of students enrolled in schools owned by local education authorities benefited from the program. By the time of the World War II, the proportion was more than 70 per cent. New progress has also been made in catering services. Before world war ii, meals were limited to poor children in public elementary schools, and the proportion of children who had access to free meals was rarely more than 3 percent of the total number of children in elementary schools. According to a 1939 survey, only half of all local education authorities served meals. Mass feeding began in 1941 when the British government introduced a temporary policy to ensure the health of children during the war, requiring local education authorities to feed all pupils in their schools. By 1945, local education authorities had provided 1.6 million lunches to school-age children, 14 percent free and the rest at cost.

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