Becoming a Teacher: Issues in Secondary Teaching

By Justin Dillon; Meg Maguire | Go to book overview

26 14–19 education and the
great divide

Alex Manning


Introduction

The intention of this chapter is to explore the specific issues related to education for 14–19-year-olds in the UK. Historically, ideas about educational provision have changed and evolved, as has been highlighted in previous chapters. However, arguably none have been in such a state of flux as those in 14–19 education. The courses students follow and the exams they sit have changed and will continue to change. In fact, the only guarantee is that the age range is static. The 14–19 education you received is highly unlikely to be the same as you will be teaching now and it is similarly doubtful that it will remain unchanged throughout your time in the profession.


A historical perspective

Prior to 1944, the education system was somewhat makeshift, in fact the concept of secondary education was not suggested until 1926.

Primary education should be regarded as ending at about the age of
11+. At that age a second stage, which for the moment may be given
the colourless name 'post-primary' should begin; and this stage which,
for many pupils would end at 16+, for some at 18 or 19, but for the
majority at 14+ or 15+, should be envisaged so far as possible as a single
whole.

(The Hadow Report 1926)

-332-

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