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Changes in Education 1944-1965: Impact of the Tripartite System

Explore the educational shifts from the 1944 Butler Education Act to the move towards Comprehensive schooling in 1965. Uncover the challenges faced by the tripartite system and the push for equal opportunities in education.

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Changes in Education 1944-1965: Impact of the Tripartite System

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  1. RAB Butler Changes in Education 1 History of Education 1944 to 1965 Adapted from S Moore

  2. Changes in Education 1944 to 1965 • Before - 1944 the school leaving age was 14 (later increased to 15) • State schools were under Local Education Authorities (known as LEA’s)

  3. Schools were single sex and had a gendered curriculum Grammar schools were fee paying – (But scholarships were available)

  4. 1944 Butler’s Education ActBrought in the tripartite system (Three parts) Free grammar schools for the academically bright Technical schools for the skilled/artistic There was said to be equal opportunity for all because entry to any school was based on the 11+ ( partly assessed by IQ tests) and all schools were said to have ‘parity of esteem’ Secondary modern schools for everyone else

  5. Problems of tripartite system: • Grammar schools were still dominated by middle class children. • Working class children’s self-esteem was damaged (the perceived them sevels to be ‘failures’) • IQ tests were often culturally biased in favour of white middle class children

  6. Answer the following IQ test question: Which of the following is the odd man out? • Shakespeare • Blake • Dickens The answer is Yes and the questions were sexist and at times ethnocentric! Dickens He is the only one who did not publish poetry

  7. Problems with tripartite (continued) • Not enough technical schools were built • The system was unfair to girls. (i because too few ‘girls’ grammar schools existed in the previous single sex system. ii. Girls were deliberately marked down in 11+exam ) • Regional variations – there were not enough grammar schools in some areas so many bright children were ‘failed’

  8. Because of the above problems: • By the mid 1950’s the tripartite system was agreed to be a failure and waste of talent. • This was because entrance to the different school broke along class (and to an extent gender) lines

  9. This meant that bright working class children were ‘failing’ the 11+ because of biased selection • This led to the introduction of Comprehensive schooling

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