Lecture Four: Present Time Educational System in the United Kingdom

Abdelhafid Boussouf University Center –Mila

Department of Foreign Languages
LMD- Freshman
Groups: 01/02/03/04/05
Module: British and American Civilizations
Prepared by: Miss Hamida Zedam

Lecture 04: Present Time Educational System in The United Kingdom

The Content
Introduction
I. Types of The English School : Basic Education 5-18
A. Early Year Foundation Stage (EYFS): Kindergarten or Nursery (3-5 years old)
1. Day Nurseries
2. Private Nursery School
3. Pre-schools and playgroups
4. Independent School
II. State Schools
A. Primary Schools
1. Key Stage 1 “KS1”: infants (5-7 years old of age) === Years 1 and 2
a. Key Stage 1 : Year 1
b. Key Stage 1 : Year 2
2. Key Stage 2 “KS2”: juniors (7-11 years old of age) == Years 3, 4, 5 and 6
a. Lower Key Stage 2: Years 3-4
b. Upper Key Stage 2: Years 5-6

B. Secondary Schools: (11-16/18 years old of age) ===

1. Comprehensive Schools Key Stage 3 (11-14 years) == Years 7, 8 and 9
2. Grammar Schools Key Stage 4 (14-16 years of age (Years 10 and
3. Secondary modern schools 11=== GCSE)
4. Technical School
C. The Independent (or private fee-paying) School Sector
1. Public schools or Private schools

D. Further Education (Post-school) (2 more extra years)

A-Levels: GNVQ's, BTEC's or other such qualifications ………….

E. School Organization and Examinations

III. Higher Education or Tertiary Education (Universities and Colleges)

A. British Undergraduate Degree: The Bachelor Degree/ Honours Degree and
Masters Degree
B. Doctorate Degree (Ph.D.)

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 Lecture Four: Present Time Educational System in the United Kingdom

Introduction

The complicated nature of contemporary English schooling and current controversies has their roots in
school history. State involvement in education was relatively late, and the first major attempt to establish
compulsory elementary schools funded by the state came only in 1870 for England and Wales (1872 for
Scotland and 1923 for Northern Ireland). It was not until 1944 that the state supplied a comprehensive
system of free and compulsory primary and secondary school education.

As a result of devolution, the education systems and schooling options do vary slightly between England,
Scotland, Wales and Northern Ireland. Typically, the academic year in the United Kingdom starts in
September and ends in July, with the main breaks in December, March/April and July/August.

The schooling system is divided into four levels:

 Early years: Ages 3 to 4

 Primary education: Ages 4 to 11
 Secondary education: Ages 11 to 18
 Tertiary education: Ages 18+

Education is compulsory in the UK for children between the ages of five and 17. Children usually start
primary school during the school year in which they turn five. Students have the option of finishing
school at the age of 16 or 17 after completing their GCSEs or continuing their secondary studies for a
further two years where they have the option of studying for A-levels or BTEC awards. More and more
schools in the UK are now offering students the opportunity to study for the International Baccalaureate
(IB), which is recognised internationally.

In Scotland, students sit Standard Grade exams at the age of 15 or 16 and Higher/Advanced Higher Grade
exams at the age of 17 or 18.

Wales has a similar system to England in the sense that students study for GCSEs and then A-levels, but
students also have the option to study for the Welsh Baccalaureate.

Two main types of state schools resulted from the Act (the Butler Act, 1944): county and voluntary.
Primary and secondary county schools were provided by the local authorities of each county. Voluntary
schools were mainly those elementary schools that had been founded by religious and other groups and
which were now partially financed and maintained by local authorities, although they still retained their
religious affiliation. This resulted in non-denominational state schools coexisting with maintained
voluntary schools, and this situation continues today.

 The National Curriculum

Curriculum refers to the subjects comprising a course of study in a school or college.

The National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide
curriculum for primary and secondary state schools following the Education Reform Act (1988).
Notwithstanding its name, it does not apply to independent schools. Academies and free schools may also
set their own curricula, though many choose to follow the National Curriculum.
The purpose of the National Curriculum was to standardise the content taught across schools to enable
assessment, which in turn enabled the compilation of league tables (Standings or rankings are listings
which compare sports teams or individuals, institutions, nations, companies, or other entities

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by ranking them in order of ability or achievement) detailing the assessment statistics for each school.
These league tables, together with the provision to parents of some degree of choice in assignment of the
school for their child (also legislated in the same act) were intended to encourage a 'free market' by
allowing parents to choose schools based on their measured ability to teach the National Curriculum.
Whilst only certain subjects were included at first, in subsequent years the curriculum grew to fill the
entire teaching time of most state schools.
The requirement for state schools to teach Religious Education predates the National Curriculum as this
was introduced in the Education Act (1944), also known as the "Butler Act".

I. Types of the English School: Basic Education 5-18

A. Early Year Foundation Stage (EYFS): Kindergarten or Nursery Schools (3-4/5 years)
1. Day Nurseries
2. Private Nursery School
3. Pre-schools and playgroups
4. Independent Schools

Nursery schools are stand-alone schools for children aged three, four and five. They have their own head
teacher and staff. Some are state-funded, others are privately run (though any child might be eligible for a
free part-time place).

1. Day Nurseries can care for children aged from birth to five years and usually offer day care from
8am to 6pm, for most of the year. All day nurseries will be registered with Ofsted and inspected
regularly. They can be run by private individuals, community groups, Montessori organisations,
commercial businesses or by employers.

2. Private Nursery Schools (aka Private Independent Schools) are owned privately and can offer
sessional or full day care to children aged two to five. Some schools can offer a particular educational
approach, for example Montessori. They may operate only during term-time or could open all year. They
could be registered with Ofsted or the ISI (Independent School Directorate)

3. Pre-schools and playgroups offer care to children in their local community, either as a morning
or afternoon session or as extended sessions including lunch. They are often run by voluntary groups but
can also be run by private individuals. They care for children aged from two to five years and are usually
open during term time. They differ from day nurseries in that they offer sessional based care and admit
children from the age of two years old.

4. Independent Schools are owned privately and cater for children aged from three to sixteen. The
schools are registered with Ofsted or the ISI but make their own arrangements concerning staff numbers
qualifications and curriculum. If the school participates in the Early Years Foundation Stage (EYFS)
curriculum, it will be inspected by Ofsted (Office of Standards in Education).

II. State Schools :

A. Primary and Secondary Schools
In the United Kingdom, the term "state school" refers to government-funded schools which provide
education free of charge to pupils between the ages of 3 and 18years old. Approximately 93% of English
school children attend approximately 20,000 such schools. The contrast to this is fee-paying schools, such

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as "independent (or private) schools" and "public schools". State schools are generally primary or
secondary schools.

There are a number of categories of English state-funded schools including academy schools; community
schools; faith schools; foundation schools, free schools (essentially academy schools established since
2011 including but not limited to 'studio schools' and University technical colleges; free schools do not
have to follow the national curriculum); a small number of state boarding schools; and 3 of the 15 City
Technology Colleges established in the 1980s still remain (12 have converted to academy schools). In
2011, about 7,000 (one third) of English state-funded schools were faith schools; i.e. affiliated with
religious groups, most often from the Church of England (approximately 2/3 of faith schools), or
the Roman Catholic Church (just under a third). There were 42 Jewish, 12 Muslim, 3 Sikh and 1 Hindu
faith schools. These faith schools include sub-categories such as faith-academy schools, voluntary aided
schools, and voluntary controlled schools: most voluntary controlled schools are faith schools.

All of these are funded through national and local taxation. A number of state-funded secondary schools
are specialist schools, receiving extra funding to develop one or more subjects in which the school
specialises. State schools may request payment from parents for extracurricular activities such as
swimming lessons and field trips, provided these charges are voluntary.

A. Primary Schools or Education (4/5-11)

The Foundation Stage, which represents early years learning (age 3 to the end of Reception Year, which
is pre-Year 1) became part of the National Curriculum in 2002. Key Stage 1 and 2 are usually taught in
primary schools and Key Stage 3 and 4 are usually taught in secondary schools. Most pupils transfer from
primary to secondary school at age 11 years. However, a system of middle schools also exists: here pupils
are transferred from primary school at either age 8 or 9 years, then onto secondary education at age 12 or
13 years.

In Britain the first stage of education is called primary education and includes students from ages 5 (4 in
Northern Ireland) to 11 (12 in Scotland). The National Curriculum defines four Key Stages, which
breakdown as follows: Key Stage 1: Years 1 and 2 (up to age 7), Key Stage 2: Years 3, 4, 5 and 6 (age 7
to 11), Key Stage 3: Years 7, 8 and 9 (age 11 to 14), Key Stage 4: Years 10 and 11 (age 14 to 16).

Note: A Key Stage is a stage of the state education system in England, Wales, Northern Ireland and the
British Territory of Gibraltar setting the educational knowledge expected of students at various ages. The
term is also used in some other at autonomous territories such as Hong Kong and countries such
as Australia (some states) although the ages at which each Key Stage applies differ from England.

1. Key Stage 1 “infants” (5-7 years old)

a. Key Stage 1 : Year 1
b. Key Stage 1 : Year 2
1. Key Stage 1 “KS1”: Year 1 -2

Reception, Year 0, is the first year of primary school in the United Kingdom (except Northern
Ireland and Scotland). It comes after nursery and before Year One in England and Wales.
Key Stage 1 is the legal term for the two years of schooling in maintained schools in England and Wales
normally known as Year 1 and Year 2, when pupils are aged between 5 and 7. This Key Stage normally

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covers pupils during infant school, although in some cases this might form part of a first or primary
school. It is also the label used for the third and fourth years of primary education in Northern Ireland.
In Hong Kong, it is used to describe Primary One to Primary Three.

 Key Stage 1 in England and Wales

The term is used to define the group of pupils who must follow the relevant programmes of study from
the National Curriculum. All pupils in this Key Stage must follow a programme of education in these
areas:

 English, Mathematics, Science, Design Technology, History, Geography, Art and Design,
Music, Physical Education (PE) including swimming, Computing, Modern Foreign Languages,
Religious Education.
Schools must provide Religious Education but parents can ask for their children to be taken out of the
whole lesson or part of it. Optionally at this Key Stage, schools often teach Personal, Social and Health
education (PSHE) and/or citizenship.
At the end of this stage, pupils in England in Year 2 (aged 7 or almost 7) are normally assessed in national
tests (and teacher assessments) in English, maths and science, colloquially known as SATs. The tests,
carried out by the teacher during May, cover English reading; English grammar, punctuation and spelling;
and maths.
 Key Stage 1 in Northern Ireland

The term is used to define the group of pupils who must follow the relevant programmes of study from
the National Curriculum. All pupils in this Key Stage must follow a programme of education in the six
areas of learning in the curriculum:

 Language and Literacy

 Mathematics and Numeracy
 The Arts
 The World Around Us
 Personal Development and Mutual Understanding
 Physical Education

2. Key Stage 2 “KS2”: juniors (7-11 years)

a. Lower Key Stage Two: Years 3-4
b. Upper Key Stage Two: Years 5-6

Key Stage 2 is the legal term for the four years of schooling in maintained schools in England and Wales
normally known as Year 3, Year 4, Year 5 and Year 6, when the pupils are aged between 7 and 11.

 Key Stage 2 in England and Wales

The term is used to define the group of pupils who must follow the relevant programmes of study from
the National Curriculum. All pupils in this Key Stage must follow a programme of education in these 12
areas:

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 English, Mathematics, Science, Design Technology, History, Geography, Art and Design,
Music, Physical Education (PE) including swimming, Computing, Ancient and Modern Foreign
Languages, Religious Education.
Schools must provide Religious Education but parents can ask for their children to be taken out of the
whole lesson or part of it. Optionally at this Key Stage, schools often teach Personal, Social and Health
education (PSHE) and/or citizenship.
At the end of this stage, pupils aged 11 – in Year 6 – are tested as part of the national programme
of National Curriculum Tests, colloquially known as SATs. These tests cover English and Mathematics.
The tests are externally marked, with results for each school being published in DfE performance tables.
 Key Stage 2 in Northern Ireland
The term is used to define the group of pupils who must follow the relevant programmes of study from
the National Curriculum. All pupils in this Key Stage must follow a programme of education in the six
areas of learning in the curriculum:
 Language and Literacy, Mathematics and Numeracy, The Arts, The World Around Us, Personal
Development and Mutual Understanding, Physical Education, Modern Foreign Languages.

B. Secondary Schools: (11-16/18 years old)

1. Comprehensive Schools Key Stage 3 (11-14 years)
2. Grammar Schools Key Stage 4 (14-16 years ==== GCSE's or
3. Secondary modern schools General Certificate of Secondary Education)
4. Technical School

Secondary education in the UK normally starts for most students at the age of 11 years old. Though not
common, in some parts of the UK there are middle schools which run up to 12 or 13 years old.

In the traditional British school system, students were tracked into either an academically selective grammar
school at age 11, or they would attend a secondary modern school, which was academically less demanding.
Starting in the 1950s, there was dissatisfaction with selection at the local level, and some local authorities
began to experiment with comprehensive schools. In 1965, the central government asked the Local
Education Authorities (LEAs) to draw up plans to switch to a comprehensive system. The implementation
proceeded slowly, with faster growing, more Labour leaning LEAs moving to comprehensive schools more
quickly, while those without expanding numbers of students, and more Conservative leaning Authorities
implemented the change more slowly. In fact there are still a number of LEAs to date which provide
grammar schools as an option.

 The tripartite system

Before the introduction of Comprehensive Schools, the state education system in England was essentially
tripartite and was made up of: Grammar Schools, Secondary Modern Schools, and Secondary Technical
Schools.
 The present Secondary Education system
Between the ages of 5 and 11 children attend the primary school and then progress to secondary school
level, which normally means entry into a Comprehensive School.

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The tripartite system of secondary education has practically disappeared and has been replaced by the
Comprehensive School.

1. Comprehensive Schools

In England and Wales, a comprehensive school is a type of secondary school that does not select its
intake on the basis of academic achievement or aptitude or the wealth of the parents of the children it
accepts. More common across the UK is the "comprehensive" system, in which pupils of all abilities and
aptitudes are taught together. These schools are organized in various ways, serving ages 11 to 18; 11–12
to 16; or 12–14 to 16–18.

Among the Comprehensive Schools are also the Voluntary denominational schools. Particularly strong
are the Roman Catholic Comprehensive Schools.

2. Grammar schools

are state secondary schools that select their pupils by means of an examination taken by children at
age 11, known as the "11-plus". There are only about 163 grammar schools in England, out of
some 3,000 state secondaries, and a further 69 grammar schools in Northern Ireland.

Under the grammar school system, pupils who pass the exam can go to the local grammar, while those
who do not, go to the local "secondary modern school".

Grammar schools focused on academic studies, with the assumption that many of their pupils would go
on to higher education.

There are no state grammars in Wales or Scotland, and although some retain the name "grammar
school", they are non-selective and have no special status.

 How do grammar schools select their pupils?

Grammar schools select their pupils by means of a test, known as the 11-plus, which is taken by pupils in
the last year of primary school.

It is designed to see if they are able enough to learn in a grammar school environment with peers of a
similar standard.
But many complain about the nature of the test, as it often features types of questions not usually adopted
in regular state primaries.

Grammar school entrance exams can consist of all or a subset of the following:
• Numerical reasoning (maths)
• Verbal reasoning
• English comprehension, punctuation and grammar
• Non-verbal reasoning
• Creative writing
They have traditionally used questions based on verbal reasoning and non-verbal reasoning, and it is
argued that those who have been intensively tutored tend to do much better in these tests.

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Recently there have been attempts to make the tests more accessible and closer to the kind of word
problems children face in primary schools

Some grammar schools admit successful students by ranked order - all candidates are ranked by their 11-
plus score - literally creaming the best pupils off the top.
In other areas, pupils who pass the test are then ranked by admission criteria, which can include the
distance they live from the school or whether they already have a sibling there.

There are numerous companies that offer specialist 11-plus tutoring to children from an early age.

3. Secondary Modern Schools

Here the pupils normally attended a four year course leading to the School Leaving Certificate. The
course usually offered instruction in English, at least one other language, geography, history,
mathematics, science, drawing, manual instruction or domestic subjects, and physical exercise. When
pupils left school they normally entered into the working world.

The choice of curriculum was not influenced by future academic achievement but was child centred. It
developed out of the interests, needs and ability of the children and as they later went to work it
obviously had a practical dimension. As there was no external examination to be taken at the end of the
course the pupils were not under pressure.

What caused things to change? There was a possibility of staying on for a further year and in the 1950s
there was a growing tendency to do so. Those who continued into the 5th year could sit the General
Certificate of Education (GCE).

As a result of the increasing number of pupils taking the GCE the need was felt for a more specific
examination adapted to the Secondary Modern School. In 1963 we have the introduction of a new type
of external examination, the Certificate of Secondary Education (C.S.E.) for fifth year pupils.

Secondary modern schools, which were intended for children who would be going into trades

4. Technical Schools

This was the less popular alternative to the Secondary Modern School. Those who failed the 11+ went to
a Secondary Modern School but at the age of 12 or 13 could gain a place at a Secondary Technical
School.

It is difficult to imagine why it was not successful since this type of school was closely linked to the
world of industry and commerce. It provided a general education with special emphasis on technical
subjects. It was definitely more in touch with reality than Grammar Schools and certainly more
specifically geared to preparing the pupils for their trade after leaving school.

However, there was a lack of qualified teachers and this must be seen as one cause for its lack of success.
Perhaps also there was a marked psychological deterrent. The pupils who had already faced one
examination failure (11+) perhaps did not feel inclined to go through the humiliating experience of
another possible failure at such an early age. Besides, they had already overcome the pressure of the 11+
exam and now felt psychologically relieved.

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(1) Key Stage 3 (KS3) (Years 7, 8 and 9 (age 11 to 14)

 Key Stage 3 in England and Wales

Key Stage 3 (commonly abbreviated as KS3) is the legal term for the three years of schooling
in maintained schools in England and Wales normally known as Year 7, Year 8 and Year 9, when pupils
are aged between 11 and 14. In Northern Ireland the term also refers to the first three years of secondary
education, although these are known as Year 8, Year 9 and Year 10.
The term is used to define the group of pupils who must follow the relevant programmes of study from
the National Curriculum. All pupils in this Key Stage must follow a programme of education in at least 15
areas: English, Mathematics, Science, Computing, Design and Technology, History, Geography,
Modern Foreign Language, Art and Design, Music, Physical Education, Citizenship, Sex Education,
Career education, Welsh (in Wales only)
At the end of this stage, pupils aged 14 — in Year 9 — are assessed as part of the national programme
of National Curriculum assessment.
 Key Stage 3 in Northern Ireland:

The term is used to define the group of pupils who must follow the relevant programmes of study from
the National Curriculum. All pupils in this Key Stage must follow a programme of education in the nine
areas of learning in the curriculum, some of which include specific subject strands:

 Language and Literacy: English, Irish (in Irish-speaking schools), Media Education
 Mathematics and Numeracy: Mathematics, Financial Capability
 Modern Languages
 The Arts: Art and Design, Music, Drama
 Environment and Society: History, Geography
 Science and Technology: Science, Technology & Design
 Learning for Life and Work: Employability, Local and Global Citizenship, Personal Development,
Home Economics
 Physical Education
 Religious Education

(2) Key Stage 4 “KS4” (Years 10 and 11 (age 14 to 16)

Key Stage 4 is the legal term for the two years of school education which incorporate GCSEs, and other
examinations, in maintained schools in England normally known as Year 10 and Year 11, when pupils are
aged between 14 and 16.

 Key Stage 4 in England and Wales

The term is used to define the group of pupils who must follow the relevant programmes of study from
the National Curriculum. All pupils in this Key Stage must follow a programme of education in the
following areas:

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 English, Mathematics, Science, Information and Communication Technology (England only),

Physical Education, Citizenship, Sex Education, Careers Education, Religious Education, Work-
related learning, Welsh Language (in Wales only).
In addition, there is a statutory duty on schools to provide an optional programme of education for pupils
in this Key Stage in each of the following areas:

 The Arts
 Design and Technology
 The Humanities
 Modern Foreign Languages
At the end of this stage, pupils aged 16 - in Year 11 - are normally entered for a range of external
examinations. Most frequently, these are GCSE (General Certificate of Secondary Education)
examinations, although a range of other qualifications is growing in popularity, including NVQ (National
Vocational Qualifications). These examinations are set by one of the examination boards. Results of
examinations at this age are published as part of the Department for Children, Schools and Families'
Performance Tables.
 Key Stage 4 Northern Ireland
The term is defined in The Education (Northern Ireland) Order 2006 as "the period beginning at the same
time as the next school year after the end of key stage 3 and ending at the same time as he ceases to be of
compulsory school age‖. Notably, the earlier Key Stages are defined as lasting for ten years in total from
the start of compulsory education.
The term is used to define the group of pupils who must follow the relevant programmes of study from
the National Curriculum. All pupils in this Key Stage must follow a programme of education in the nine
areas of learning in the curriculum, some of which include specific subject strands:

 Language and Literacy

 Mathematics and Numeracy
 Modern Languages
 The Arts
 Environment and Society
 Science and Technology
 Learning for Life and Work
 Employability
 Local and Global Citizenship
 Personal Development
 Physical Education
 Religious Education

C. The Independent (or private fee-paying) school sector

1. Public schools, Private schools or Independent School:
The United Kingdom has a tradition of private schools, which are also called independent schools. These
schools generally follow the British National Curriculum but offer a wider range of subjects. However,
more and more private schools in the UK are starting to offer students the opportunity to study for the
International Baccalaureate.

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Lecture Four: Present Time Educational System in the United Kingdom

Private schools tend to start teaching students foreign languages from a younger age and offer a wider
range of extra-curricular facilities. The standard of teaching at private schools is excellent, class sizes are
small and students at these schools generally perform better academically than those attending Public
schools in the UK.

Fees at private schools are high. Expats should expect to pay on average GBP 3,000 to GBP 6,000 per
term. The fees for boarding schools can be as high as GBP 12,000 per term. On top of school fees, parents
should also budget a substantial amount of money for other expenses such as uniforms, stationary, private
tuition, music lessons and field trips abroad. Most private schools do offer a limited number of
scholarships for students who are particularly gifted.

The admission criteria for private schools vary from school to school. Students may be expected to attend
an interview and pass an entrance exam for admission to some private schools in the United Kingdom.
Most children in the private system will take an 11+ exam (in Year 6, aged 10 or 11) in order to get a
place at a secondary school but for many of the older and more traditional schools the move takes place
aged 12 or 13, when students will take a common entrance exam in order to move from their prep school
to public school (which confusingly is not a state-run school in the UK, but a private school).
There are around 2,500 independent schools in the UK, which educate around 615,000 children, some 7
per cent of all British children and 18 per cent of pupils over the age of 16. In addition to charging tuition
fees, many also benefit from gifts, charitable endowments and charitable status. Many of these schools are
members of the Independent Schools Council.

D. Further Education (Post-school) Key Stage 5

Further Education (FE) or Key Stage 5 is a label used to describe the two years of education for
students aged 16-18, or at sixth form, in England, Wales and Northern Ireland, aligning with
previous Key Stages as labeled for the National Curriculum. It includes any study after secondary
education that‘s not part of higher education (that is, not taken as part of an undergraduate or graduate
degree).
Halfway through Key Stage 5, students sit the GCE Advanced Subsidiary Levels examination and at the
end of Key Stage 5, they sit the A2 Level examinations, both AS and A2 level are combined form
the GCE Advanced Level qualification.

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Key Stage 5 is also the stage of education where students go through more intense and challenging
courses in very specific subjects like mathematics and physics. This stage is the last stage of secondary
education for members of sixth form. When A levels are achieved the students will be able to apply to
university.

Courses range from basic English and maths to Higher National Diplomas (HNDs).

FE also includes 3 types of technical and applied qualifications for 16 to 19-year-olds:

 Level 3 tech levels to specialise in a specific technical job.

 Level 2 technical certificates help get employment or progress to another tech level.
 Applied general qualifications to continue general education at advanced level through applied
learning

The further education sector in England comprises 444 colleges covering different types of study:
* General further education
* Tertiary
* Sixth-form (including former voluntary-aided and voluntary controlled)
* Agriculture and horticulture
* Art and design
* Performing arts
* Thirteen specialist designated colleges.
The last category includes the Northern College of Residential Adult Education and Ruskin College that
recruit on a national basis in contrast to the predominantly local or regional recruitment of most other
colleges.
As well as the colleges that make up the further education sector, there are some 50 higher education
institutions that deliver further education programmes, and some 300 other providers known as "external
institutions" that are mainly local authority adult education centres. These also receive cash from the
Further Education Funding Council.
 Further Education Funding
More than Pounds 2.9 billion in recurrent funding was allocated by the council to further education sector
colleges, higher education institutions and external institutions in 1996-97.
The amount of funding allocated to all institutions increased by 1.4 per cent between 1995-96 and 1996-
97.
Further education sector colleges vary in size. Twenty-six per cent of colleges have up to 2,000 students.
Ten per cent have more than 15,000.
The proportion of income colleges receive from the council is 92 per cent on average for sixth-form
colleges, 73 per cent for general further education colleges and tertiary colleges, 58 per cent for art and
design and performing arts colleges, and 48 per cent for agriculture and horticulture colleges.

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The remaining income comes from a number of sources including education contracts with local
authorities; training and enterprise councils; employers; the Higher Education Funding Council for
England; and tuition fees and charges.
 Further Education Students
There were nearly 4 million further education students in 1996-97, an increase of 33 per cent since 1993-
94, mainly in part-time provision
Most students in further education are adults enrolled on part-time programmes.
Most are on vocational programmes: 16 per cent are on NVQ or GNVQ courses, 20 per cent on GCSE
and GCE A/AS level courses, with the remainder on other vocational courses. The most popular subjects
of study are business-related programmes, humanities, science and health and community care-related
subjects.
Information from the funding council's individualised student record shows the distribution of students by
level of qualification within the NVQ framework. Twenty-three per cent are on foundation (level 1) or
entry-level programmes; 21 per cent are on intermediate (level 2) programmes; 28 per cent are on
advanced (level 3) programmes; and 4 per cent are on level 4/5 or higher education programmes.
 Participation in education by 16 – 18-year-olds
The overall participation in education by 16 to 18-year-olds has increased by 11 percentage points
between 1989-90 and 1996-97.
Participation by 16 to 18-year-olds is higher in the further education sector than in either schools or
higher education. Twenty-two per cent of 16 to 18-year-olds are in school sixth forms; 28 per cent are
studying full-time further education programmes; 6 per cent are in full-time higher education and 8 per
cent are on part-time programmes, predominantly in further education.
Crossover between further and higher education
A small proportion of students in the further education sector (212,000) are studying on higher education
programmes - 5 per cent. These students are on non-designated higher education programmes funded
directly by the Further Education Funding Council (mainly Higher National Certificates) or on
programmes funded by the Higher Education Funding Council for England or they are on courses
franchised to them by a neighbouring university.
E. School Organization and Examinations

The school day in most state and independent schools, except for infant and junior schools, usually runs
from 9.00 am until 4 pm, and the school year is divided into three terms (autumn, spring and summer).
Classes in British schools used to be called ‗forms‘, and in secondary schools were numbered from one to
six. But most schools have adopted year numbers from seven to 11 in secondary schools, with a two-year
sixth form for advanced work. Corporal punishment was abolished in state schools in 1986, but is
permissible in the independent sector.

Most teachers are still trained at the universities and other colleges, although attempts have been made to
broaden their training by increased practice in the actual school system. There is a shortage of teachers in
some parts of the country and in specialized subjects like mathematics, technology and physics. Potential
teachers increasingly see the profession as unattractive, and many practising teachers leave for better-paid
jobs or retire early. Teachers at present are suffering from low morale after battles with the government
over pay, conditions and educational reforms, and from what they perceive as the low status afforded

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Lecture Four: Present Time Educational System in the United Kingdom

them by government and the general public. The teaching profession has become very stressful and
subject to greater pressures, such as assaults upon teachers by pupils, than in the past. The standards of
teaching, particularly in state schools, have attracted a good deal of criticism from all quarters in recent
years.

A radical reform was the establishment of a National Curriculum. The aim was to create an educational
curriculum that was standardized, centrally devised and appropriate to the needs and demands of the
contemporary world. It was to cover all age groups and include the ‗core subjects‘ of English,
mathematics and science, as well as the ‗foundation subjects‘ of history, geography, technology, music,
art, physical education and (at the secondary level) a modern foreign language. But this reform generated
much controversy, opposition, difficulties of implementation, and problems concerning the content and
scope of course material. It has now been reduced to a more manageable level and the emphasis placed on
literacy and numeracy skills.

The National Curriculum (which is not applicable to independent schools, although they follow the
subject structure) is tied to a system of national examinations at the secondary level. They may be taken
in all types of schools in England, Wales and Northern Ireland. The two main examinations are the
General Certificate of Secondary Education (GCSE), which is taken usually by 16 year olds, and the
General Certificate of Education at Advanced Level (GCE A level), which is normally taken at the end of
the second year in the sixth form by 18 year olds. Results in all exams tend to be better in single-sex
schools.

The GCSE is taken in a range of subjects, the questions and marking of which are undertaken by
independent examination boards whose standards have attracted criticism in recent years. In addition to
written examinations, project work and continuous assessment of pupils are also taken into account in
arriving at a final grade. The exam can be taken in any available subject(s) according to individual choice,
but most candidates will attempt six or seven subjects, and the basic subjects required for jobs and further
education are English, mathematics (or a science) and a foreign language. The GCSE was intended as a
better evaluation of pupils‘ abilities than pure examinations, and one that would give prospective
employers some idea of the candidate‘s ability. But, although standards continue to improve, 8 per cent of
pupils taking GCSE in 1997 did not pass a single subject.

The GCE A level is normally associated with more academic children, who are aiming for entry to higher
education or the professions. Good passes are now essential because the competition for places in the
universities and other colleges has become much stiffer. The number of subjects taken at A level varies
between one and four, although three are usually required for entry into higher education, and pupils may
mix arts and science subjects. The concentration upon a few subjects reflects the high degree of early
specialization in the British system.

Supplementary examinations to the A levels (AS levels) may also be taken at the end of the first year in
the sixth form, and serve as a lower-level alternative. The standards achieved in A levels continue to rise,
although some critics argue that this is due to easier examinations.

There is continuing discussion about the format and content of A levels, and the Labour government may
broaden their base by introducing other subjects, whilst still keeping the emphasis upon specialized
academic knowledge in the main subjects. GCSE and A level results by pupils and schools are the basis
of ‗league tables‘, a reform instituted by the previous Conservative government. Examination results and
marks at individual schools are published so that parents and pupils can judge a school‘s performance.
The exercise has been criticized for its methodology and for creating a ‗results mentality‘, but it is now
firmly established and influential.

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Lecture Four: Present Time Educational System in the United Kingdom

III. Higher Education or Tertiary Education (Universities and Colleges)

A. British Undergraduate Degree: The Bachelor Degree/ Honours Degree and Masters Degree
B. Doctorate Degree (Ph.D.)

A. British Undergraduates Degree : The Bachelor Degree/ Honours Degree

The British undergraduate degree classification system is a grading structure for undergraduate
degrees (bachelor's degrees and integrated master's degrees) in the United Kingdom.

Most courses are either a Bachelor of Arts or Bachelor of Science. BA – a common abbreviation for
a Bachelor of Arts degree. CertHE – a Certificate of Higher Education is a higher education qualification
offered in the UK, typically taking one year (full-time) or two years (part-time) study to complete.

Bachelor‘s degree – a three or four year course you can take in undergraduate higher education after
you‘ve finished further education – also known as a ‗first degree‘ or ‗undergraduate degree‘. Most
courses are either a Bachelor of Arts or Bachelor of Science.

 Degree Classification
A degree may be awarded with or without honours, with the class of an honours degree usually based on
a weighted average mark of the assessed work a candidate has completed. The degree classifications are:

 First-class honours (1st)

 Second-class honours, upper division (2:1)
 Second-class honours, lower division (2:2)
 Third-class honours (3rd)
 Ordinary degree (pass)

Level 3 can come in the form of Foundation degrees, Foundation years, Diploma, BTEC‘s and A Levels.
Level 3 courses can be studied at a college or university. If a student has already achieved a Diploma or
Foundation then they can gain access onto the bachelor‘s course.

Level 4 courses come in the form of 1st year of a bachelors programme or HNC (Higher National
Certificate). Depending on the Type of associate degree a student may be able to start their 2nd year of
bachelors (The course must be the same as the one they are applying for)

Level 5 courses come in the form of 2nd year of a bachelors programmes or a HND (Higher National
Diploma). Depending on the Type of associate degree a student may be able to start their 3rd year of
bachelors (The course must be the same as the one they are applying for)

Level 6 courses are the final component in a bachelor‘s degree. Bachelors are classed as follows: 1st, 2:1,
2:2 or ―Desmond two-two‖, 3rd and Ordinary degree.

Bachelors can be with honours (Hons) or without. A Bachelor with honours means that the student has
completed all 320 credits of their degree. A Bachelor‘s without honours means that the student has 300
credits. If the student scored 69.6% – 100 % in their degree they would graduate with a 1st, 2:1 means the

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Lecture Four: Present Time Educational System in the United Kingdom

student got a score of 59.6% – 69.5%. A 2:2 means the student scored 49.6%-59.5%. A 3rd means the
student scored 40% – 49.5%

Level 7 courses are classed as postgraduate/masters. Most universities in the UK will require a student to
have graduated from a bachelor‘s programme with 2:2 or equivalent. If the student scored lower than this
they may be required to study a pre-master‘s programme first.

First-class honours
First-class honours, referred to as a "first", is the highest honours classification and indicates high
academic achievement.
In 2010 and 2011, the Higher Education Statistics Agency (HESA) reported that approximately 15% of
all degree candidates graduated with first-class honours. The percentages of graduates achieving a first
vary greatly by university and course studied. For example, students of law are least likely to gain a first,
whereas students of mathematical sciences are most likely to gain a first. In 2006–2007 and 2010–2011,
5.8% and 8.1% of law students gained a first, respectively; however, in those years, 28.9% and 30.0% of
mathematics students gained a first, respectively.
It has been colloquially known in rhyming slang as a ''Geoff" - after former England international
footballer Geoff Hurst. An alternative name is Damian Hurst.
Upper second-class honours
The upper division is commonly abbreviated to "2:1" or "II.i" (pronounced two-one). The 2:1 is a
minimum requirement for entry to many postgraduate courses in the UK. It is also required for the award
of a research council postgraduate studentship in the UK, although possession of a master's degree can
render a candidate eligible for an award if their first degree was below the 2:1 standard. The percentage of
candidates who achieve upper second-class honours can vary widely by degree subject, as well as by
university.
It has been colloquially known in rhyming slang as 'Attilla the Hun', after the leader of the Huns between
434 and 453 AD. An alternative name is Don Juan, after the character created by Spanish dramatist Tirso
de Molina.
Lower second-class honours
This is the second division of second-class degrees and is abbreviated as "2:2" or "II.ii" (pronounced two-
two).
It has been colloquially known in rhyming slang as a ''Desmond" - after South African social rights
activist and retired Anglican archbishop Desmond Tutu.
Third-class honours
Third-class honours, referred to as a ―third‖, are the lowest honours classification in most modern
universities. Historically, the University of Oxford awarded fourth-class honours degrees and, until the
late 1970s, did not distinguish between upper and lower second-class honours degrees.
Informally, the third-class honours degree is referred to as a "gentleman's degree".
It has been colloquially known in rhyming slang as a 'Douglas' - after Douglas Hurd, the former
Conservative MP (who in reality took first class honours)
Approximately 7.2% of students graduating in 2006 with an honours degree received third-class honours.

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Lecture Four: Present Time Educational System in the United Kingdom

Ordinary degree
An ordinary, general, or pass degree can be an exit degree without honours. Many universities offer
ordinary degree courses to students; however, most students enroll in honours degree courses. Some
honours courses permit students who fail the first year by a small margin (around 10%) to transfer to the
ordinary degree. Ordinary degrees are sometimes awarded to honours degree students who do not
complete an honours degree course to the very end, but complete enough of it to earn a pass.
Scottish universities offer three-year ordinary degrees as a qualification in their own right, as well as an
honours degree over four years. This is in contrast to English universities that have honours degrees with
three years of study, though a similar programme in Scotland is not unheard of, provided a student
achieves a high entrance grade. An ordinary degree from a Scottish university (also known as a
designated degree) may be sufficient to study a post-graduate course. An ordinary degree in Scotland is
not a failed honours degree, as in certain English universities. Students can decide, usually at the end of
their second or third year, whether or not they wish to complete a fourth honours year. Scottish
universities may also award their ordinary degrees with distinction if a student achieves a particularly
good grade average, usually 65% or above. A common example of a Scottish ordinary degree is
the Bachelor of Laws course taken by graduates of other subjects, as this is sufficient (without honours)
for entry into the legal profession.
Uncommon degree classifications
Aegrotat
An aegrotat degree is an honours degree without classification or a pass degree without classification,
awarded under the presumption that, had a candidate who was unable to undertake his exams due to
illness or even death completed those exams, he would have satisfied the standard required for that
degree. Aegrotat degrees are often qualified with an appended "(aegrotat)".
Following the introduction of current regulations regarding mitigating circumstances, aegrotat degrees
are less commonly awarded than they previously were.

 Masters Degree

The qualification is at level 7 on the National Qualifications Framework (NQF) - above Bachelors but
below Doctoral - and is awarded to students who show a high level of expertise in their field. Study is
intense and typically involves writing a thesis.
Masters degrees shouldn't be confused with the Scottish Master of Arts (MA), which is an undergraduate
degree awarded by certain universities.
While having a Masters degree can greatly improve one‘s career prospects, the high costs and demands
mean that this method of postgraduate study is not for everyone.
Full-time Masters degrees usually involve one or two years of study, while part-time programmes last
between two and four years. Courses normally begin in September or October, though some start in
January or February.
 What the difference is between taught and research Masters?
Masters degrees can be either taught or research-based.
Taught Masters Degrees are similar in style and structure to undergraduate degrees. They typically consist
of lectures, seminars and practical assignments, with work assessed through exams, essays, dissertations
and group projects. Students are encouraged to work independently, yet receive close tutor support.

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Lecture Four: Present Time Educational System in the United Kingdom

Taught Masters Degrees best suit students who are looking to change careers, boost their job prospects or
gain a wide-ranging skillset.
The emphasis is different with a research Masters. Students are expected to actively and independently
learn by producing a thesis on one particular topic, which takes up around 60% of the student's overall
time. Programmes involve little to no in-class teaching, but guidance is provided by an appointed
supervisor. Research Masters degrees best suit students who work well alone, want their work published,
are interested in a specific topic or are planning to undertake PhD study.
 Types of Masters Degrees
Masters degrees can be further broken down into specific qualifications. The Master of Arts (MA) and
Master of Science (MSc) are by far the two most popular options, but other types include the:

 LLM (Master of Laws);

 MArch (Master of Architecture);
 MBA (Master of Business Administration);
 MEd (Master of Education);
 MEng (Master of Engineering);
 MFA (Master of Fine Arts);
 MLitt (Master of Letters);
 MMus (Master of Music);
 MPhil (Master of Philosophy);
 MRes (Master of Research);
 MSt (Master of Studies).

 How does an MA differ from an MSc?

The MA is usually awarded to those on courses in: social sciences; arts and humanities; and business,
consulting and management. The MSc most commonly covers science, technology, engineering and
mathematics (STEM) programmes. However, some social sciences and some business, consulting and
management courses fall into the MSc category.

While the MA often balances research, discussion, essay writing and practical exercises, the MSc is
theory-heavy and emphasises reading and research.
There are slightly more full-time Masters Students than part-time students. Full-time Masters Students are
usually those who progress directly from a Bachelors degree, while part-timers are typically older. Part-
timers often fit study around an existing career or family commitments, allowing them to more easily gain
work experience while studying - something very important to employers.

 How much does it cost?

Masters fees are not fixed, and vary enormously both across universities and within an institution.
However, most programmes cost UK and European Union (EU) students between £4,000 and £9,000 per
year. Non-EU students, meanwhile, are charged an average of £14,000 per year. Fees are paid up front by
the student, via debit card, credit card or bank transfer.

Course costs often depend on two factors: the university's reputation and the subject. According to
Postgrad Solutions, the average arts and humanities programme costs £3,000 to £8,200 per year, with
STEM courses costing between £3,700 and £9,950.

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Lecture Four: Present Time Educational System in the United Kingdom

If students cannot self-fund their Masters degree, funding is available. This can come in the form
of Masters loans, scholarships and bursaries, Professional and Career Development Loans, Research
Council grants, employer sponsorship or crowdfunding.
UCAS estimates that the average postgraduate spends £8,000-£11,000 every year on living costs. The
National Union of Students (NUS) puts the figure for those studying outside of London at £12,000,
including £4,990 for rent, £2,920 for food, £360 for household goods, £40 for insurance, £1,920 for
personal items, £1,710 for travel and £1,190 for leisure. Knowing how much money you‘ll need for living
expenses and course costs is therefore vital.
Almost half of full-time Masters Students attempt to finance their tuition fees and living costs through
part-time work, though non-EU students on a short-term study visa are not able to do this. It is possible -
albeit challenging - to work 10-15 hours per week and still achieve a healthy work-study balance.
Working for the university, or from home, is ideal.
Part-time study while working full time may also be a good option for you. The Higher Education
Statistics Agency (HESA) reports that 88% of students who mix work with postgraduate study take a
part-time course.
B. Ph.D. Degree

A PhD, or Doctorate of Philosophy, is the highest level of degree that a student can achieve
PhD students independently conduct original and significant research in a specific field or subject, before
producing a publication-worthy thesis typically 80,000-100,000 words in length.
While some Doctorates include taught components, PhD students are almost always assessed on the
quality and originality of the argument presented in their independent research project.
 How long is a PhD in the UK?
Full-time PhDs typically last three or four years, while part-time PhDs last six or seven. However, the
thesis deadline can be extended by up to four years at the institution's discretion. Indeed, many students
who enrol on three-year PhDs only finish their thesis in year four.
Most PhDs begin in September or October.
 Do students need a Masters to do a PhD?
The majority of institutions require PhD candidates to possess a Masters degree, plus a Bachelors degree
graded at 2:1 or above. However, some universities demand only the latter, while self-funded PhD
students or those with significant professional experience may be accepted with lower grades.
PhD students may be required to initially register for a one- or two-year Master of Philosophy (MPhil) or
Master of Research (MRes) degree rather than a PhD. If they make sufficient progress, they and their
work will then be 'upgraded' to a PhD programme. If not, they may be able to graduate with a Masters
degree.
 What does a PhD involve?
A standard PhD is typically split into three stages. By way of illustration, a three-year PhD may follow
the following pattern:

 First year - PhD students will meet with their supervisor to discuss their research proposal and
agree an action plan with deadlines. They will then complete their literature review, in which
you'll evaluate and critique existing works to inform the direction of your project and ensure that
your research will be original.

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Lecture Four: Present Time Educational System in the United Kingdom

 Second year - their focus will shift to gathering results and developing their thesis, and
potentially begin writing chapters of their thesis. They may also present their results and ideas at
academic conferences, gain teaching experience, collaborate with other students on similar
projects, communicate the benefits of their research to the general public through workshops,
lectures and presentations, or submit work for publication in an academic journal or book.
 Third year - This phase primarily involves writing their thesis, though their primary research
may still be in progress. After their supervisor gives their approval, they will submit their thesis
before undertaking a one-to-three-hour oral exam (viva voce) in which they will discuss and
defend their thesis in the presence of at least one internal and external examiner.

 Other Types of Doctoral Degree

Alternative types of PhD include:

 Higher doctorate - These are usually granted on the recommendation of a committee of internal
and external examiners, which assesses a portfolio of published, peer-reviewed research that PhD
students have undertaken over the course of many years. This type of Doctorate is usually for
those with several years of academic experience. Common award titles include the Doctor of
Civil Law (DCL), Doctor of Divinity (DD), Doctor of Literature/Letters (DLit/DLitt/LitD/LittD),
Doctor of Music (DMus/MusD), Doctor of Science (DS/SD/DSc/ScD) and Doctor of Law (LLD).

 New Route PhD - This four-year course is offered by selected universities, and involves taking a
one-year MRes before studying a three-year PhD. It combines taught elements with independent
research, allowing students to learn different methodologies while building their transferable
skills.

 Professional Doctorate - Geared towards students of vocational subjects such as medicine,

education and engineering, this route has a teaching focus. Professional doctorates normally
involve smaller research projects and a smaller thesis component. They're often favoured by those
aiming for a career outside of academia, and are usually supported by employers.

 How much does it cost?

Tuition fees vary, but usually fall between £3,000 and £6,000 per year for UK and European Union (EU)
students. However, non-EU students may pay considerably more.
Despite this, many PhD students are part or fully funded. Scholarships and bursaries are widely available,
and particular attention should be paid to Research Council grants and the European Social Fund. PhD
studentships and assistantships - which involve a mixture of research and teaching - are also common,
with scientific studentships usually paid at a higher rate.
 How do students apply?
Some students propose their own research area and apply for funding, while in some cases a supervisor
may already have funding for a project and advertise it like a job. When making an application, they will
typically be asked to submit:

 an academic CV;
 students academic transcripts;
 two or three academic references;
 a personal statement;
 a research proposal.

Students from outside the European Union (EU) studying certain courses in medicine, mathematics,
engineering and material sciences are required to comply with the Academic Technology Approval

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Lecture Four: Present Time Educational System in the United Kingdom

Scheme (ATAS). This involves undergoing a security clearance process with the Foreign Office.
International students may also have to prove their English proficiency.
 What can students do with a PhD?
PhD students‘ ability to critically analyse, display intellectual maturity, and research independently and
honestly is highly valued within academia and the workplace.
Many students who undertake a PhD get an academic job or become an industry researcher, possibly
following the PhD with postdoctoral study, then a fellowship or lectureship.
Other career options depend on the students‘ study area.
PhD students can expect to earn more and enjoy a faster career progression if they have a PhD. Three
years after graduation, 72% of PhD graduates were earning more than £30,000, compared to 56% of
Masters Graduates and 22% of undergraduates (Vitae, 2013).

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Lecture Four: Present Time Educational System in the United Kingdom

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