History of Education in UK and France

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In the United Kingdom, some human beings showed interest in education huge in the 19th century, but they never obtained support from both the administration and people. At that time, the school was once not a priority up to when the Education Act was handed in 1870. The main contributors of late introduction of the education system in England have been social, economic and religious aspects of that time. People of the excessive class in the society showed no interest in accepting the cultural improvement of the lower living people. Also, even the low-class people did not see any need for formal education because they were involved in child labour to an extent of taking it as the normal way of living. Religious divisions also led to the delayed education in England because the schools would be led by headmasters of the Church of England, which was Catholic who made the non -conformists refuse to pass the education bill that was presented in 1843.

However, in 1807, Samuel Whitbread presented a Bill to the house of the commons claiming that there emerged new thinking in education. In the same year, Samuel said that the Poor Law would be eliminated and his Bill was to be used where the first aspect of the Bill was education (Marin and Neil Hooley 379). Also, he said that the parish would handle teaching and the kids between seven and fourteen would go to school for two years. However, the idea of education was considered to be expensive, as would reduce manual labor. Nevertheless, the idea about education became widespread, and at almost the end of the 19th century, crime and pauperism went high that contributed to the economic loss in the country. The reason behind this was that other nations were educated than England. This led to the passing of the Education Act in 1870 and education began.

France’s attention on education began after the results of the revolution in 1848 where an education field was explored. The reason behind this is that both reformers and conservatives found that education was the primary cause of the revolution and was also the hope for the coming changes. One of the unique things that happened in the nation is that from Restoration to the ending of the 9th century, students joining school drastically reduced. This was between 1847 and 1850 where stunts reduced by 6% (Durkheim and Emile 411). Therefore, one of the social effects of the revolution was that schools were greatly disrupted. However, after the revolution, the number rose again by almost the same percentage, where two decades later most of the learners were finishing the learning, and the number of teachers had increased. Though nun teachers were present in the Second Empire, lay instructors were more, and by the 20th century, learning had been accepted in the entire nation. Before then, social tensions had been developed that schools would rule in the next half-century, therefore, eliminating the interests of churches and the state.

Although several Bills were presented there was no reliable legislation seen during the second republic up to when opposing the Falloux law in March 1850 which was also opposed but about thirty years later, the Bill was passed. This was after Hippolyta Carnot, who was a leader in public instruction and religion that pushed for the Bill which was eventually passed. The law allowed people who were over 25 years to teach in schools as long as they were interested in education.

Works cited

Collett, Tracey, Lauren Brooks, and Simon Forrest. “The history of sociology teaching in the United Kingdom (UK) undergraduate medical education: an introduction and rallying call!.” MedEdPublish 5 (2016).

Levinson, Martin, and Neil Hooley.”Supporting the learning of nomadic communities across transnational contexts: exploring parallels in the education of UK Roma Gypsies and Indigenous Australians.” Research Papers in Education 29.4 (2014): 373-389.

Durkheim, Emile. The evolution of educational thought: Lectures on the formation and development of secondary education in France. Vol. 2.Routledge, 2013.

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