comprehensive schools are secondary schools that are public schools and do not select intakes based on academic or talent achievements, in contrast to selective school systems, where enrollment is limited on election criteria. The term is commonly used in connection with England and Wales, where comprehensive schools were introduced experimentally in the 1940s and became wider than 1965. About 90% of British high school students are now attending comprehensive schools. They relate widely to public high schools in the United States and Canada and to the Gesamtschule in Germany.
Video Comprehensive school
Context
A comprehensive school provides a curriculum of rights to all children, regardless of whether the selection is financial or achievement. The consequence of that is the broader start curriculum, including practical subjects such as design and technology and vocational learning, which are less common or absent in grammar schools. Providing cost-effective post-16 education becomes more challenging for smaller comprehensive schools, as the number of courses required to cover a broader curriculum with relatively fewer students. This is why schools tend to become larger and also why many local governments have provided secondary education to 11-16 schools, provided that post 16 is provided by the sixth form colleges and further education colleges. Comprehensive schools do not choose their intake based on academic or talent achievement, but there are demographic reasons why the different school achievement profiles are different. In addition, government initiatives such as the Municipal High School of Technology and specialist school programs have made comprehensive ideals less certain.
In these schools children can be selected on the basis of curriculum skills related to school specialization even though the schools take quotas from each reach achievement quartile to ensure that they are not selective with achievements. The problem is whether quotas should be taken from the normal distribution or from the distribution of special achievements in the immediate catchment area. In selective school systems, which persist in some parts of the United Kingdom, acceptance depends on selection criteria, most commonly cognitive tests or tests. Although comprehensive schools were introduced to England and Wales in 1965, there were 164 selective grammar schools still in operation. (although this is a small number compared to about 3500 public secondary schools in the UK). The most comprehensive is high school for children between the ages of 11 to 16, but in some areas there is a comprehensive secondary school, and in some places the secondary level is divided into two, for students aged 11 to 14 and those aged 14 to 18. , roughly equivalent to US high school (or junior high school) and high school. With the emergence of key stages in the National Curriculum, some local authorities returned from the Secondary School system to schools 11-16 and 11-18 so that inter-school transitions corresponded to the end of one key stage and the beginning of another.
In principle, a comprehensive school is understood as a "neighborhood" school for all students in a particular water catchment area.
Maps Comprehensive school
History
England and Wales
The first understanding was formed after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools established by the London City Council. Another early comprehensive school was the Holyhead County School in Anglesey in 1949. Coventry opened two Comprehensive Schools in 1954 by combining the School of Grammar and Secondary School Modern School. This is Caludon Castle and Woodlands. Another early example is Tividale Comprehensive School in Tipton. The first, specially constructed comprehensive in North England was Colne Valley High School near Huddersfield in 1956.
The largest expansion of the comprehensive school resulted from a policy decision taken in 1965 by Anthony Crosland, the Secretary of State for Education at the Labor government 1964-1970. The policy decision is implemented by Circular 10/65, an instruction to the local education authority to plan the conversion. Students sit 11 exams in the final year of their primary education and are sent to either secondary, secondary or secondary grammar school depending on their ability. Secondary engineering schools have never been widely implemented and for 20 years there is a virtual bipartite system that sees fierce competition for available grammatical school spaces, which vary between 15% and 25% of the total secondary venues, depending on location.
In 1970 Margaret Thatcher, the Secretary of State for Education in the new Conservative government, ended the coercion of local authorities to convert, however, many local officials were well below the point that it would be very expensive to try to reverse the process. , and more comprehensive schools were established under Thatcher than any other education secretary.
In 1975 the majority of local authorities in England and Wales had abandoned 11-Plus checks and moved into a comprehensive system. Over the 10-year period many modern high schools and grammar schools have been combined to form a broader environment, while new schools are being built to accommodate the ever-growing school population. By the mid-1970s the system was almost completely implemented, with virtually no secondary secondary schools remaining. Many grammatical schools are closed or changed to comprehensive status. Several local authorities, including Sandwell and Dudley in the West Midlands, transformed all of their state high schools into comprehensive schools during the 1970s.
In 1976, the future prime minister James Callaghan launched what is known as the 'great debate' about the education system. He continues with a list of areas he thinks to be closely observed: the case for the core curriculum, the validity and use of informal teaching methods, the role of school inspections and the future of the exam system. The comprehensive school remains the most common type of public secondary school in England, and the only one in Wales. They make up about 90% of students, or 64% if not counting schools with low-level selection. This number varies by region.
Since the 1988 Educational Reform Act, parents have the right to choose which schools their children should go to or whether to send them to school altogether and to home educate them instead. The concept of "school choice" introduces the idea of ​​competition between state schools, fundamental changes to the original "comprehensive environmental" model, and is partly intended as a means by which schools deemed inferiorly forced to improve or, if almost no one wants go there, to close. Current government policies promote 'specialization' in which parents choose secondary schools that match their child's interests and skills. Most initiatives focus on parental choice and information, applying pseudo-market incentives to encourage better schools. This logic has underlaid the controversial league table of school performance.
Scotland
Scotland has a very different educational system from England and Wales, although it is also based on a comprehensive education. It has different transfer ages, different exams and different choice philosophies and provisions. All publicly funded primary and secondary schools are comprehensive. The Scottish government has rejected plans for specialist schools in 2005.
Northern Ireland
Education in Northern Ireland is slightly different from the systems used elsewhere in the UK, but more similar to those used in England and Wales than to Scotland.
Australia
When the first comprehensive schools emerged in the 1950s, the Australian Government began to turn to a comprehensive school that has grown and improved ever since. Before the transition to a comprehensive school system, primary and secondary schools regularly measure students' academic performance based on their performance in public exams. The state of Western Australia was the first to replace many of the multilateral school systems, continuing with Queensland, and eventually South Australia and Victoria.
The Australian education system is organized through three types of compulsory schools. Students begin their education in primary school, which lasts seven or eight years, from kindergarten to Year 6 or 7. Next is a three or four year old School, from Year 7 or 8 to Year 10. Finally , A Senior Secondary School which runs for two years, completes Grades 11 and 12. Each school level follows a comprehensive curriculum that is categorized into sequences for each Year level. The Year-Level follows a specific sequence of content and achievements for each subject, which can be interconnected through the cross curriculum. In order for students to complete and pass each level of the school tier, they must complete the order of content subject and achievement. After students complete Year 12, they may choose to enter Tertiary education. The two-tiered education system in Australia includes higher education (ie University, Higher Education, Other Institutions) and Vocational education and training (VET). Higher education works off of the Australian Qualifications Framework (AQF) and prepares Australians for academic routes that can bring them into their theoretical and philosophical lenses of their career choices.
References
External links
- Comprehensive Future - campaign for fair acceptance
- Comprehensive School Support Center
- Comprehensive Education - Examining the 1999 Evidence Evidence Report organized by CASE (Country Education Campaign in the UK).
- Campaign for Country Education
- State Secretary for Education Ruth Kelly on comprehensive education
- Comp , BBC Radio 4 documentary on creating a comprehensive school
- The 2002 discussion on the future of understanding
- http://www.arasite.org/edinandsocmods.html
Source of the article : Wikipedia
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