TOPIC 65: EL SISTEMA EDUCATIVO EN EL ÁMBITO

ANGLOSAJÓN

O. INTRODUCTION

1.EDUCATION IN BRITAIN. GENERAL OVERVIEW

2. EDUCATIONAL STAGES IN DETAIL

3. PUBLIC SCHOOLS IN THE UK

4. EDUCATION IN ENGLAND COMPARED TO OTHER ENGLISH

SPEAKING COUNTRIES

5. CONCLUSION

6. BIBLIOGRAPHY

1. INTRODUCTION

The word education is derived from the Latin educare meaning "to
raise", "to bring up", "to train", "to rear". In recent times the myth
has arisen of its derivation from a different verb: educere, meaning
"to lead out" or "to lead forth"; however the English word from this
verb is "eduction": drawing out. This false etymology is used to
bolster one of the theories behind the function of education—to
develop innate abilities and expand horizons.

It is widely accepted that the process of education begins at birth and

continues throughout life. Some believe that education begins even
earlier than this, as evidenced by some parents' playing music or
reading to the baby in the hope it will influence the child's
development.

Education is often used to refer solely to formal education. However,

it covers a range of experiences, from formal learning to the building
of understanding through day to day experiences.

At least since Rousseau's time, the philosophy of education has been

linked to theories of developmental psychology and human
development.

Education was the natural response of early civilizations to the

struggle of surviving as a culture. Adults trained the young of their
society in the knowledge and skills they would need to master and
eventually pass on. The evolution of culture, and human beings as a
species depended on this practice of transmitting knowledge.

When cultures began to extend their knowledge beyond the basic

skills of communicating, trading, gathering food, religious practices,
etc, formal education, and schooling, eventually followed.

Basic education today is considered those skills that are necessary to

function in society.

It would be a very interesting approach to study how this schooling

developed all around the world, but because of time constraints we
will only focus on our purpose of study: The educational system in
Anglo-Saxon countries.

2. EDUCATION IN BRITAIN. GENERAL OVERVIEW

More than 90 percent of pupils in the UK attend publicly-funded state

schools. Approximately 8.5 million children attend one of the 30,000
schools in England and Wales; in Scotland, 830,000 children attend
about 5,000 schools, including pre-schools and other special
education schools; and Northern Ireland sends 350,000 children to
1,300 state schools. Primary schools usually include both girls and
boys as pupils. Secondary schools may be either single-sex or co-
educational.

The relevant education departments in England, Scotland and Wales

dispense funding for schools through a Local Education Authority
(or Education Authority in Scotland). In Northern Ireland, schools
are largely financed from public funds through five Education and
Library Boards.

By law, all children of compulsory school age (between 5 and 16)

must receive a full-time education. The UK introduced a National
Curriculum in 1992 and state schools are required to adhere to it until
students reach age 14. However, independent or 'public' schools are
not obliged to do so.

The National Curriculum defines four 'key stages:'

 Key stage 1: up to age seven (Years 1 and 2). Non- core

subjects are music, history, geography and art)
 Key stage 2: age seven to eleven (Years 3, 4, 5 and 6)

Non- core subjects in key stage 1 and 2 are music, history,

geography and art.

 Key stage 3: age eleven to fourteen (Years 7, 8 and 9).

Students take the same non-core subjects plus moder foreign
languages and citizenship.
 Key stage 4: age fourteen to sixteen (Years 10 and 11 -
preparation for academic and equivalent vocational
 qualifications). It no longer includes music , history, geography
or art but still includes modern languages and citizenship.

National Curriculum core subjects are: English, mathematics and

science; Welsh is a core subject in Welsh-speaking schools.

Northern Ireland follows a similar framework; however, schools can

develop additional curriculum elements to express their particular
ethos and meet pupils' individual needs and circumstances. The
curriculum also includes the Irish language in Irish speaking schools.

After five years of secondary education, students take examinations

in a range of subjects at the level of General Certificate of
Secondary Education (GCSE). The GCSE is a single-subject
examination set and marked by independent examination boards.
Students usually take up to ten (there is no upper or lower limit)
GCSE examinations in different subjects, including mathematics and
English language.

After taking GCSEs, students may leave secondary schooling;

alternatively, they may choose to continue their education at
vocational or technical colleges, or they may take a higher level of
secondary school examinations known as AS-Levels after an
additional year of study. Following two years of study, students may
take A-Level (short for Advanced Level) examinations, which are
required for university entrance in the UK.

3. EDUCATIONAL STAGES IN DETAIL

Elementary school

The elementary school consists of the first seven years of school, that
is, grades 1 through 5 or 6, as well as kindergarten , a preliminary
year of school before grade 1 (known in England and Wales as '
Reception '). Originally, however, it was studied after primary school
in the 19th century, (some schools that have only the youngest
students are called primary schools to this day).

Secondary education

In education in the United Kingdom, a grammar school is a secondary

school attended by pupils aged 11 to 18 to which entry is controlled
by means of an academically selective process consisting, largely or
exclusively, of a written examination. After leaving a grammar school,
as with any other secondary school, a student may go into further
education at a college or university.

To understand grammar schools in the UK, some history is needed.

After World War II, the government reorganised the secondary
schools into two basic types. Secondary moderns were intended for
children who would be going into a trade and concentrated on the
basics plus practical skills; grammar schools were intended for
children who would be going on to higher education and concentrated
on the classics, science, etc. This system lasted until the 1960s, at
which point changes in the political climate led to the general
acceptance that this was a discriminatory system which was not
getting the best out of all children. This was partly because some
authorities tended to prioritise their budgets on the grammar schools,
damaging the education prospects of children attending secondary
moderns.

The decision was taken to switch to a single type of school designed

to give every child a complete education. That is why this new type of
school is called a comprehensive school. However the timetable of
the changeover was left to the local authorities, some of whom were
very resistant to the whole idea and thus dragged their feet for as
long as possible. The result is that there is now a mixture. Most
authorities run a proper comprehensive system, a few run essentially
the old system of secondary moderns and grammar schools (except
the secondary moderns are now called "comprehensives").

One of the greatest attacks on the comprehensive system is that it

leads, in essence, to selection on the grounds of wealth as the good
schools are generally located in areas with expensive housing, so
children from poor areas are denied the possibility of attending them.
Conversely, there are many who think that the selection of children at
11 divides them into "successes" and "failures" at that age, and is
therefore wrong.

Higher education

Nearly one third of students go to university. Undergraduate

programs usually take 3 years to complete while Professional Degrees
such as Medicine, Law, Teaching take 5 years.

Afterwards students can choose between a Taught Master Degree

which takes 1 year to complete or a Research Master Degree which
lasts 2 years.

Admission to do a research degree in the UK typically requires the

sponsorship of a professor and depends upon having an
undergraduate degree, generally in a related subject.

It is very difficult to obtain funding for postgraduate study in the UK.

There are a few scholarships for master's courses, but these are rare
and dependent on the course and class of undergraduate degree
obtained. Most master's students are self-funded.
4. Public schools in the UK

A public school, in common British usage, is a school which is usually

prestigious and historic, which charges fees, does not arbitrarily
restrict admissions, and is financed by bodies other than the state,
commonly as a private charitable trust. Often but not always they are
boarding schools. Confusingly to a non-native English speaker a
public school is actually a private school! In British usage, a
government-run school (which would be called a 'public school' in
other areas, such as the United States ) is called a state school.

Many of the independent schools in the UK do not refer to themselves

as public schools. Many choose to use the term independent school.
In part this is due to a sense that some 'minor' public schools have
many of the social associations and traditions of public schools but
without the quality of teaching and extracurricular activities.

The term 'public' (first adopted by Eton) historically refers to the fact
that the school was open to the paying public, as opposed to, a
religious school that was only open to members of a certain church,
and in contrast to private education at home (usually only practical
for the very wealthy who could afford tutors).

Public schools played an important role in the development of the

Victorian social elite. Under a number of forward-looking headmasters
leading public schools developed a curriculum based heavily on
classics and physical activity for boys and young men of the upper
and upper middle classes. They were schools for the gentlemanly
elite of Victorian politics, armed forces and colonial government.
Often successful businessmen would send their sons to public school
as a mark of participation in the elite.
Public schools often relied heavily on the maintenance of discipline by
older boys, both to reduce staffing costs and as preparation for
military or public service.

While under the best circumstances the Victorian public schools were
superb examples of education, the reliance on corporal punishment
and the prefect system could also make them awful. The classics-
based curriculum was criticised for not providing skills in sciences or
engineering.

The public school system influenced the school systems of the British
empire to an extent. Recognisably 'public' schools can be found in
many Commonwealth countries.

Today most public schools are highly selective on academic grounds,

as well as financial grounds (ability to pay high fees) and social
grounds (often a family connection to the school is very desirable in
admissions).

There is also a slang peculiar or originating from public schools such

as Eton or Westminster. Some examples would be:

Bad egg = a nasty and unpleasant person

Fag = a junior who acts as servant for a sixth –former

God = a prefect or sixth former

Good Egg = a trustworthy or reliable person

Muzz = to read

Newbie = new boy

Shell = a boy in the youngest year

5. EDUCATION IN ENGLAND COMPARED TO OTHER ENGLISH
SPEAKING COUNTRIES

Education in England may differ from the system used elsewhere in

the United Kingdom. Basically, there are two systems: one covering
England, Wales and Northern Ireland and one covering Scotland. The
two education systems have different emphases.

Wales differs slightly from the system used in England. The key
stage tests in Wales were, until 2000, the same as in England and
were managed by the School Curriculum and Assessment Authority
(SCAA). In 2000, the National Assembly for Wales took responsibility
for these tests in Wales. Two sets of national examinations are held.
The first set, the Standard Grade examinations, take place in the
Fourth year of secondary school and show basic education level. The
second set, the Higher examinations take place in the Fifth and Sixth
years. A third level, Advanced Higher, is sometimes taken by
students intending to study at an English university, or those wishing
to pass straight into second year at a Scottish university, and covers
the gap between the Scottish "Higher" level and the English
"Advanced" level courses, although there is not always a one-to-one
mapping.

The Northern Irish system emphasises a greater depth of

education compared to the English and Welsh systems. The majority
of examinations sat, and education plans followed, in Northern Irish
schools are set by the Council for Curriculum, Examinations and
Assessment ( CCEA ).

School holidays in Northern Ireland are also considerably different to

the rest of the United Kingdom. Northern Irish schools generally only
get 1 day off for the half term holiday (in February, May and October.
Christmas holidays usually only consist of a week or so, the same
with the Easter vacation, compared to England two weeks. The major
difference however is that Northern Irish summer holidays are
considerably longer with the entirety of July and August off giving a
nine week summer holiday.

5. EDUCATION IN USA

From Hawaii to Delaware, from Alaska to Louisiana, each of the 50

states has its own laws regulating education. From state to state,
some laws are similar while others are not. For example:

 All states require young people to attend school. The age limit
varies, however. Most states require attendance up to age 16,
some up to 18. Thus, every child in America receives at least
11 years of education. This is true regardless of a child's sex,
race, religion, learning problems, physical handicaps, ability to
speak English, citizenship, or status as an immigrant. (Although
some members of Congress have advocated permitting the
states to deny public education to children of illegal immigrants,
such a proposal has not become law.)
 Some states play a strong central role in the selection of
learning material for their students. For example, state
committees may decide which textbooks can be purchased with
state funds.

The United States does not have a national school system. Nor, with
the exception of the military academies (for example, the U.S. Naval
Academy in Annapolis, Maryland), are there schools run by the
federal government. But the government provides guidance and
funding for federal educational programs in which both public and
private schools take part, and the U.S. Department of Education
oversees these programs. The curriculum varies widely in quality and
rigidity; for example, some states consider 70 (on a 100-point scale)
to be a passing grade, while others consider it to be as low as 60 or
as high as 75.

The following are the typical minimum course sequences that one
must take in order to obtain a high school diploma:

 Science (biology, chemistry, and physics)

 Mathematics (usually three years minimum, including algebra,
geometry, algebra II, and/or precalculus/trigonometry)
 English (four years)
 Social Science (various history, government, and economics
courses, always including American history)
 Physical education (at least one year)

Many states require a "Health" course in which students learn

anatomy, nutrition, and first aid; the basic concepts of sexuality and
birth control; and why to avoid substances like illegal drugs,
cigarettes, and alcohol.

In addition to required courses -- for example, a year of American

history, two years of literature, etc. -- secondary schools, like
colleges, typically offer electives. Popular electives include performing
arts, driver's education, cooking, and "shop" (use of tools, carpentry,
and repair of machinery).

Almost 90 percent of American students below the college level

attend public elementary and secondary schools, which do not
charge tuition but rely on local and state taxes for funding.
Traditionally, elementary school includes kindergarten through the
eighth grade. In some places, however, elementary school ends
after the sixth grade, and students attend middle school, or junior
high school, from grades seven through nine. Similarly,
secondary school, or high school, traditionally comprises grades
nine through twelve, but in some places begins at the tenth grade.
Most of the students who do not attend public elementary and
secondary schools attend private schools, for which their families pay
tuition. Four out of five private schools are run by religious groups. In
these schools religious instruction is part of the curriculum, which
also includes the traditional academic courses. There is also a small
but growing number of parents who educate their children
themselves, a practice known as home schooling.

In American parlance, a college is a four-year institution of higher

learning that offers courses in related subjects. A liberal arts college,
for example, offers courses in literature, languages, history,
philosophy, and the sciences, while a business college offers courses
in accounting, investment, and marketing. Many colleges are
independent and award bachelor's degrees to those completing a
program of instruction that typically takes four years. But colleges
can also be components of universities. A large university typically
comprises several colleges, graduate programs in various fields, one
or more professional schools (for example, a law school or a medical
school), and one or more research facilities. (Americans often use the
word "college" as shorthand for either a college or a university.)

Unlike public elementary and secondary schools, public colleges and

universities usually charge tuition. However, the amount often is
much lower than that charged by comparable private institutions,
which do not receive the same level of public support. Many students
attend college -- whether public or private -- with the benefit of
federal loans that must be repaid after graduation.

There is no clear distinction between the quality of education

provided at public and private colleges or institutions. The public
universities of California and Virginia, for example, are generally
rated on a par with the Ivy League, an association of eight prestigious
private schools in the north-eastern United States. This does not
mean that all institutions are equal, however. A student who has
graduated from a highly regarded college may have a distinct
advantage as he or she seeks employment. Thus, competition to get
into the more renowned schools can be intense.

In addition to the challenge to be excellent, American schools have

been facing novel problems. They must cope with an influx of
immigrant children, many of whom speak little or no English. They
must respond to demands that the curriculum reflect the various
cultures of all children. Schools must make sure that students
develop basic skills for the job market, and they must consider the
needs of non traditional students, such as teen-age mothers.

Schools are addressing these problems in ways that reflect the

diversity of the U.S. educational system. They are hiring or training
large numbers of teachers of English as a second language and, in
some communities, setting up bilingual schools. They are opening up
the traditional European-centered curriculum to embrace material
from African, Asian, and other cultures.

6. CONCLUSION

It's no secret that the US educational system doesn't do a very good

job. Like clockwork, studies show that America's school kids lag
behind their peers in pretty much every industrialized nation. We
hear shocking statistics about the percentage of high-school seniors
who can't find the US on an unmarked map of the world or who don't
know who Abraham Lincoln was.

So as we can see problems in finding the most suitable educational

system for our children and teenagers is a common problem to all
nations. Some are more successful than others. Spanish governments
are continuously launching new reforms for our educational system
but still having difficulties in finding the most appropriate one.

If our ss think that they have nothing in common with their English
counterparts, studying their educational system they can realize how
similar both institutions are which can be a point of motivation
towards the subject of English as a foreign language. Furthermore
they can develop critical attitudes comparing both systems and trying
to find the ways to improve their own educational system making
proposals.

Aspects of Britain and USA

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