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The effects of religion on education
The influence of religion in education
The effects of religion on education
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The development of a national public system of education in England and Wales lagged behind much of Europe and USA and neither was it organised. At some point the nature and purpose of education was more religious than secular. Not all children received education with some attending schools created and run by churches or charities, and some children if their parents could afford it attended fee paying schools. Meanwhile the Laissez-faire doctrine within the society did not help much to make education a nationwide commodity. Attention was paid more to economic development and the increase of wealth. There have been a number of major developments in the educational system of England and Wales that came through the 1870 Education Act, 1944 Education Act, and 1988 Education Act.
Political development such as the need to educate the citizens so they will be able to vote rightly (democratisation), urbanisation and economical transformation such as industrialisation highlighted the deficiencies in England’s education system. It was believed that Britain’s education was causing the country to lag behind in the changes occurring within the manufacturing and trading sectors when compared to the rest of Europe. These changes contributed to creation of the 1870 Education Act (also known as Foster Act). It was the first time the state acknowledged its responsibility for educating all children. It created local school boards, responsible for the provision of elementary education for all children aged 5 to 13- though it did not complete that task, it began the process. Whether a child continued education after the elementary depended on the wealth of the family or the level of the income bread winner.
The 1944 Education Act created Local ...
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...ucation’ intention to invest £1.3 billion on extra school places for September 2012 - currently Britain has more crowded primary school classes than other parts of Europe. “Every Child Matters (ECM) is one of the positive inputs of the government that aims to provide all forms of support towards every child’s needs to be safe, healthy, achieving and make positive contribution in the society. It made provisions for children with special children with special education needs and disabilities. are issues that this coalition government should find means to resolve rather than make matter worse with cutting education funding.
Works Cited
Derek gillard. (2011). the history of education in Englandeduc. Available: http://www.Educationengland.org.uk . Last accessed 30th October
Department for Education and Employments
TES newpaper /magazine, year unknown
The last act that will be reviewed is the Education Act of 1880, which made school compulsory for all children between the ages of five and ten. Even though the Act made attendance mandatory for children in this age group, only eighty-two percent of children were attending school by the early 1890s. Many children continued to work as their families desperately depended on their incomes to order to make ends meet.
...G.K. Bryce and W.M. Humes (eds.) Scottish Education; Post-Devolution, 2nd edition, (Edinburgh: Edinburgh University Press).
...management of their educational establishments. Although there are many debates still taking place today on how the education system needs improving or re-addressing, the fact remains that the education acts focused on in this essay, greatly impacted and improved the British education system in terms of the quality of education and equality for pupils.
Schugurensky, D. (March 2003). History of Education – Selected Moments of the 20th Century. Retrieved March 20, 2004 from
With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po...
The educational quality of someone living in the British Empire is decided the day that baby enters the world. A child living in the British Empire during the nineteenth century had little say in their education. Parents directed the education of their children and different people had very different views on education. The affluent members of English society highly regarded education and made sure their children got the best possible education money had to offer. The working class of England was often forced by the government to send their children to school. They felt that their children’s time would be better spent working a factory. The Quakers on the other hand, had a very different approach to education. the native children in the empire had their own unique experience. The different views on education led to an empire with several different types of educational institutes that prepared children in a variety of ways for adulthood. Some children’s training was directly aimed at preparing them for their future job while others taught them skills that they might never use. Due to the diversity in educational training, children had very different experiences. Some children had positive experiences with education while others remembered their education bitterly. Overall, the education in the British Empire was not uniform. The education of privileged children differed greatly from that of Quaker children in the empire and that was dissimilar to the education of native children in missionary schools, the only unifying factor was that the children were sent away for school.
Before public schools emerged, children were educated in the home by their parents. They were taught arithmetic, practical skills, and to read and write. Some wealthy families preferred hiring a tutor for their children (Koetzsch, 1997). In the 1840s, prominent leaders such as Horace Mann lead a movement to institute public schools in the United States (Thattai, 2001). These reformers argued that public schools would create good citizens, unite society, and prevent crime and poverty. As a result of their efforts, public elementary schools evolved in American society by the end of the 19th century. Massachusetts was the first state to pass a compulsory attendance law, ruling that all children had to attend at least elementary school (Thattai, 2001). By 1918, all states had the compulsory attendance law. Catholics weren’t happy with the public education system, so they instituted private schools (Thattai, 2001). When public institutions emerged, home schooling nearly vanished in the United States (Koetzsch, 1997).
Matheson, D (2008) An introduction to the study of education. 3rd ed. London: David Fulton Publishers Ltd.
There were no public schools that we see today yet they centuries produced some of the best people we have known in the science world. The system was organized into home schools, churches, libraries, apprenticeship and private studies. It was a free system with support coming only from the people who demanded the services. However, government involvement was witnessed in some colonies like Massachusetts. The most influential book during this Anglo-American time was the Bible. The bible teachings made them believe that children were blessings from God, and therefore, it was their responsibility to show them how to make a living and how to live (Louis 108).
White, J. (1982). The aims of education restated (pp. 121-2). London: Routledge & Kegan Paul.
Education in America has existed as long as the nation itself. In fact, education began before Americans even landed in America—before the name “America” was commonplace, before the thirteen colonies emerged, before anyone had any thought to inscribe the words “life, liberty, and the pursuit of happiness.” English Puritans taught their children long division and cursive script while sailing across the rough waters on the Mayflower (“Colonial Education”). To distract young minds from the treacherous hurl and break of the Atlantic waves, parents encouraged the group to recite their Bible verses and name the twelve apostles (“Colonial Education”). There were only a few children aboard, about “20 adolescents, mostly boys,” but their importance superseded their numbers (“Children on the Mayflower”). The survival of the children “was of great importance to the survival of the Plymouth Colony,” so their parents invested great effort in their education. Once on land, schooling flourished from the confines of the ship to the vastness of unexplored territories and unlimited time. Eighteenth century colonial Separatists built small one-room schoolhouses devoted to religious studies, the wealthy Federalists of the nineteenth century formed English Grammar Schools to discipline future politicians, and twentieth century middle-class urban dwellers pushed for public education buildings amidst the bustle of city factories (“Early National Education”). As the people recognized a growth in population, they also recognized a growing value to schooling and learning. The nation flourished and expanded, and so did its educational system.
Many changes have been seen over the past 250 years. First, is the 17th century where there was Colonial Education. This education took place in a private setting and was only available to upper-class white males. Students had to memorize their lessons due to a shortage of supply for textbooks and paper. Most lessons for these students consisted of reading, writing, math, poem and prayer. When students got older, the schooling would start getting them ready to later enter into plantation life. Unfortunately, poor children at this time were not educated in literacy and religion. Also, there wasn’t much in teacher preparation. Due to the lack of success in other lines of work, people often became teachers. In the 18th century, more schools
Before the 1840’s the education system was only available to wealthy people. Individuals such as Horace Mann from Massachusetts and Henry Barnard in Connecticut believed that schooling for everybody would help individuals become productive citizens in society. Through their efforts, free public education at the elementary level become assessable for all children in American by late 19th century. By 1918 all states passed laws that required children to attend elementary school. The Catholics were against this law, so they created their own private schools. In 1925 the Supreme Court passed a law that allowed children to attend private school rather than public school (Watson, 2008).
Nothing mattered back in Victorian Britain, except money and wealth. No one mattered unless you had money and if you didn’t bless your hard working soul, because if you didn’t have enough money to support yourself or family you were already dead. Unfortunately kids worked far faster than adults and most parents didn’t make the kind of money to send their children off to school so the rich factory owners seized the opportunity and tricked many children into working for free and they kept doing it. Education was difficult for most children to get because of the fact that most families could not afford it. During this time if you could afford to go to school they still had lots of rules and high standards, and if they were not followed then
The leading country for public education is actually, faking it. False numbers are sent in, students are placed in programs they shouldn't be, or they are just asked to leave. So, how does all this play in? That our education system doesn't work. They want it to (hopefully), but keep going at it the wrong way. Without education there would be no workforce. So the system needs to work so that our economy can continue to better. Although, schools that have more special needs children, not necessarily those with birth defects or mental handicaps, but even children from other countries that are unable to speak english. But, it's not necessarily the children that need to be improved, it's just the reported quota that needs to be improved, no matter how it's done.