Check your comprehension

Further and higher education

Text 2 Educating the nation

from McDowall D. Britain in Close-Up. 2002. UK. 208p.

Further education has traditionally been characterised by part-time vocational courses for those who leave school at the age of 16 but need to acquire a skill, be that in the manual, technical or clerical field. In all, about three million students enrol each year in part-time courses at further education (FE) colleges, some released by their employers and a greater number unemployed. In addition there have always been a much smaller proportion in full-time training. In 1985 this figure was a meagre 400,000, but by 1995 this had doubled. Given Labour's emphasis on improving the skills level of all school-leavers, this expansion will continue. Vocational training, most of which is conducted at the country's 550 further education colleges is bound to be an important component.

Higher education has also undergone a massive expansion. In 1985 only 573,000, 16 per cent of young people, were enrolled in full-time higher education. Ten years later the number was 1,150,000, no less than 30 per cent of their age group.

This massive expansion was achieved by greatly enlarging access to undergraduate courses, but also by authorising the old polytechnics to grant their own degree awards, and also to rename themselves as universities. Thus there are today 90 universities, compared with 47 in 1990, and only seventeen in 1945. They fall into five broad categories: the medieval English foundations, the medieval Scottish ones, the nineteenth-century 'redbrick' ones, the twentieth-century 'plate-glass' ones, and finally the previous polytechnics. They are all private institutions, receiving direct grants from central government.

~ Where is most of vocational training is conducted in Great Britain?

~ Which categories do universities in Great Britain fall into?

Oxford and Cambridge, founded in the thirteenth and fourteenth centuries respectively, are easily the most famous of Britain's universities. Today 'Oxbridge', as the two together are known, educate less than one-twentieth of Britain's total university student population. But they continue to attract many of the best brains and to mesmerise an even greater number, partly on account of their prestige, but also on account of the seductive beauty of many of their buildings and surroundings.

Both universities grew gradually, as federations of independent colleges, most of which were founded in the fourteenth, fifteenth and sixteenth centuries. In both universities, however, new colleges are periodically established, for example Green College, Oxford (1979) and Robinson College, Cambridge (1977).

Scotland boasts four ancient universities: Glasgow, Edinburgh, St Andrews and Aberdeen, all founded in the fifteenth and sixteenth centuries. In the Scottish lowlands greater value was placed on education during the sixteenth and later centuries than in much of England. These universities were created with strong links with the ancient universities of continental Europe, and followed their longer and broader course of studies. Even today, Scottish universities provide four-year undergraduate courses, compared with the usual three-year courses in England and Wales.

In the nineteenth century more universities were established to respond to the greatly increased demand for educated people as a result of the Industrial Revolution and the expansion of Britain's overseas empire. Many of these were sited in the industrial centres, for example Birmingham, Manchester, Nottingham, Newcastle, Liverpool and Bristol.

With the expansion of higher education in the 1960s 'plate-glass' universities were established, some named after counties or regions rather than old cities, for example Sussex, Kent, East Anglia and Strathclyde. Over 50 polytechnics and similar higher education institutes acquired university status in 1992. There is also a highly successful Open University, which provides every person in Britain with the opportunity to study for a degree, without leaving their home. It is particularly designed for adults who missed the opportunity for higher education earlier in life. It conducts learning through correspondence, radio and television, and also through local study centres.

Дата добавления: 2014-10-31