The British educational system has

The British educational system has much in common with that in Europe, in that:
• full-time education is compulsory for all children in their middle teenage years. Parents are required by law to see that their children receive full-time education, at school or elsewhere, between the ages of 5 and 16 in England, Scotland and Wales and 4 and 16 in Northern Ireland.
• the academic year begins at the end of the summer,
• compulsory education is free of charge, though parents may choose a private school and spend their money on educating their children.
About 93% of pupils receive free education from public funds, while the others attend independent schools financed by fees paid by parents.
•there are three stages of schooling, with children moving from primary school (the first stage) to secondary school (the second stage). The third stage (sometimes called the tertiary level) provides further and higher education and includes colleges of further education, technical colleges, colleges of higher education, and universities.
There is, however, quite a lot that distinguishes education in Britain from the way it works in other countries. The most important distinguishing features are the lack of uniformity and comparatively little central control. There are three separate government departments managing education: the Department for Education and Employment is responsible for England and Wales alone; Scotland and Northern Ireland retain control over the education within their respective countries. None of these bodies exercises much control over the details of what actually happens in educational institutions. Central government does not prescribe a detailed programme of learning, books and materials to be used, nor does it dictate the exact hours of the school day, the exact days of holidays, school's finances management and suchlike. As many details as possible are left to the discretion of the individual institution or of the Local Education Authority (the LEA).
Many distinctive characteristics of British education can be ascribed, at least partly, to the public school tradition. Eton, Harrow, Rugby and Winchester are among the most famous public schools that have hundreds of years of history.
The present-day level of 'grass-root' independence as well as different approach to education has been greatly influenced by the philosophy that a (public) school is its own community.
The 19th century public schools educated the sons of the upper and upper-middle classes and the main aim of schooling was to prepare young men to take up positions in the higher ranks of the army, the Church, to fill top jobs in business, the legal profession, the civil service and politics. To meet this aim the emphasis was made on 'character-building' and the development of 'team spirit' (hence traditional importance of sports) rather than on academic achievement.
Such schools were (and still often are) mainly boarding establishments, so they had a deep and lasting influence on their pupils, consequently, public-school leavers formed a closed group entry into which was difficult, ^he ruling elite, the core of the Establishment.
The 20th century brought education and its possibilities for social advancement within everybody's reach, and new, state schools naturally tended to copy the features of the public schools. So today, in typically British fashion, learning for its own sake, rather than for any practical purpose, has still been given a high value. As distinct from most other countries, a relatively stronger emphasis is on the quality of person that education produces rather than helping people develop useful knowledge and skill. In other words, the general style of teaching has been to develop understanding rather than acquiring factual knowledge and learning to apply this knowledge to specific tasks.
This traditional public-school approach, together with the above-mentioned dislike of central authority, also helps to explain another thing: the National Curriculum, the purpose of which was to do away with the disparities in the type and quality of education, was not introduced until 1989 — much later than in other countries.
2. Pre-school and primary education

There is no countrywide system of nursery (or pre-primary) schools. In some areas there are nursery schools and classes (or, in England, reception classes in primary schools), providing informal education and play facilities, but they are not compulsory and only 25% of 3—4 year-olds attend them. There are also some private nurseries and pre-school playgroups organised and paid by parents themselves where children are brought twice a week for an hour or two.
Local education authorities (LEAs), in partnership with private nurseries, playgroups and schools, have drawn up 'early years development plans' of providing 4 year olds with basic skills of reading, writing and arithmetic. The plans are designed to show how co-operation between private nurseries, playgrounds and schools can best serve the interests of children and their parents. In addition, the government aims to establish 'early excellence centres' designed to demonstrate good practice in education and childcare.
The present Labour government is working to expand pre-school education and wants all children to begin school with a basic foundation in literacy and numeracy, or what is known as 'the three Rs' (Reading, wRiting, and aRithmetic). From September 1998 it is providing free nursery education in England and Wales for all 4-year-olds whose parents want it.
The average child begins his or her compulsory education at the age of 5 starting primary school (infant schools are for children between the ages of 5 and 7 and junior schools for those between tlhe ages of 8 and 11).

3. Secondary education

The majority of state secondary school pupils in England and Wales attend comprehensive schools. These largely take pupils without reference to ability or aptitude and provide a wide range of secondary education for all or most children in a district. Schools include those taking the 11 to 18 age-range, middle schools (8 to 14), and schools with an age-range of 11 to 16. Most other state-educated children in England attend grammar or secondary modern schools, to which they are allocated after selection procedures at the age of 11.
Before 1965 a selective system of secondary education existed in England. Under that system a child of 11 had to take an exam (known as 'an 11+') which consisted of intelligence tests covering linguistic, mathematical and general knowledge and which was to be taken by children in the last year of primary schooling. The object was to select between academic and non-academic children. Those who did well in the examination went on to a grammar school, while those who failed went to a secondary modern school and technical college. Grammar schools prepared children for national examinations such as the General Certificate of Education (GCE) at ordinary and advanced levels. These examinations qualified children for the better jobs, and for entry into higher education and the professions. The education in secondary modern schools was based on practical schooling, which would allow entry into a variety of skilled and unskilled jobs.
Many people complained that it was wrong for a person's future to be decided at so young an age. The children who went to 'secondary moderns' were seen as 'failures'. Moreover, it was noticed that the children who passed this exam were almost all from middle-class families. The Labour Party, among other critics, argued that the 11-plus examination was socially divisive, increasing the inequalities between rich and poor and reinforcing the class system.
The Labour Party, returned to power in 1965, abolished the 11-plus and tried to introduce the non-selective education system in the form of 'comprehensive' schools, that would provide schooling for children of all ability levels and from all social backgrounds, ideally under one roof. The final choice between selective and non-selective schooling, though, was left to local educational authorities (LEAs) that controlled the provision of school education in the county. Some authorities decided for comprehensives, while others retained grammar schools and secondary moderns.
In the late 1980s the Conservative government introduced another major change. Schools could now decide whether to remain as LEA" maintained schools or to 'opt-out' of the control of the LEA and put themselves directly under the control of the government department. These 'grant-maintained' schools were financed directly by central government. This did not mean, however, that there was more central control: grant-maintained schools did not have to ask anybody else about how to spend their money.
A recent development in education administration in England and Wales is the School Standards and Framework Act passed in July 1998. The Act establishes that from 1 September 1999 all state school education will be provided by local education authorities with the ending of the separate category of grant maintained status.
So, today secondary .education is mainly provided by three types of state schools: secondary modern schools, grammar schools and (now predominant) comprehensive schools. There should also be mentioned another type of schools, called specialist schools. The specialist schools programme in England was launched in 1993. Specialist schools are state secondary schools specialising in technology, science and mathematics; modern; foreign languages; sport; or the arts — in addition to providing the full National Curriculum.
State schools are absolutely free (including all textbooks and exercise books) and generally co-educational.
Under the new National Curriculum a greater emphasis at the secondary level is laid on science and technology. Accordingly, ten subjects have to be studied: English, history, geography, mathematics, science, a modern foreign

Результаты (английский) 1:

The British educational system has much in common with that in Europe, in that:• full-time education is compulsory for all children in their middle teenage years. Parents are required by law to see that their children receive full-time education, at school or elsewhere, between the ages of 5 and 16 in England, Scotland and Wales and 4 and 16 in Northern Ireland.• the academic year begins at the end of the summer,• compulsory education is free of charge, though parents may choose a private school and spend their money on educating their children. About 93% of pupils receive free education from public funds, while the others attend independent schools financed by fees paid by parents.• there are three stages of schooling, with children moving from primary school (the first stage) to secondary school (the second stage). The third stage (sometimes called the tertiary level) provides further and higher education and includes colleges of further education, technical colleges, colleges of higher education, and universities.There is, however, quite a lot that distinguishes education in Britain from the way it works in other countries. The most important distinguishing features are the lack of uniformity ' and comparatively little central control. There are three separate government departments managing education: the Department for Education and Employment is responsible for England and Wales alone; Scotland and Northern Ireland retain control over the education within their respective countries. None of these bodies exercises much control over the details of what actually happens in the educational institutions. The central government does not prescribe a detailed programme of learning, books and materials to be used, nor does it dictate the exact hours of the school day, the exact days of holidays, the school's finances management and suchlike. As many details as possible are left to the discretion of the individual institution or of the Local Education Authority (LEA).Many distinctive characteristics of British education can be ascribed, at least partly, to the public school tradition. Eton, Harrow, Rugby and Winchester are among the most famous public schools that have hundreds of years of history.The present-day level of ' grass-root ' independence as well as a different approach to education has been greatly influenced by the philosophy that a (public) school is its own community. The 19th century public schools educated the sons of the upper and upper-middle classes and the main aim of schooling was to prepare young men to take up positions in the higher ranks of the army, the Church, to fill top jobs in business, the legal profession, the civil service and politics. To meet this aim, the emphasis was made on ' character-building ' and the development of ' team spirit ' (hence the importance of traditional sports) rather than on academic achievement.Such schools were (and often still are) mainly boarding establishments, so they had a deep and lasting influence on their pupils, consequently, public-school leavers formed a closed group entry into which was difficult, ^ he ruling elite, the core of the Re-establishment.The 20th century brought education and its possibilities for social advancement within everybody's reach, and new state schools, naturally tended to copy the features of the public schools. So today, in typically British fashion, learning for its own sake, rather than for any practical purpose, has still been given a high value. As distinct from most other countries, a relatively stronger emphasis is on the quality of person that education produces rather than helping people develop useful knowledge and skill. In other words, the general style of teaching has been to develop understanding rather than acquiring factual knowledge and learning to apply this knowledge to specific tasks.This traditional public-school approach, together with the above-mentioned dislike of central authority, also helps to explain another thing: the National Curriculum, the purpose of which was to do away with the disparities in the type and quality of education, was not introduced until 1989 — much later than in other countries.2. Pre-school and primary educationThere is no countrywide system of nursery (or pre-primary) schools. In some areas there are nursery schools and classes (or, in England, reception classes in primary schools) providing informal education and play facilities, but they are not compulsory and only 25% of 3-4 year-olds attend them. There are also some private nurseries and pre-school organised governmental and paid by parents themselves where children are brought twice a week for an hour or two.Local education authorities (LEAs), in partnership with private nurseries, governmental and schools, have drawn up ' early years development plans ' of providing 4 year olds with basic skills of reading, writing and arithmetic. The plans are designed to show how co-operation between private nurseries, playgrounds and schools can best serve the interests of children and their parents. In addition, the government aims to establish ' early excellence centres ' designed to demonstrate good practice in education and childcare.The present Labour government is working to expand pre-school education and wants all children to begin school with a basic foundation in literacy and numeracy, or what is known as ' the three Rs ' (Reading, wRiting, and aRithmetic). From September 1998 it is providing free nursery education in England and Wales for all 4-year-olds whose parents want it.The average child begins his or her compulsory education at the age of 5 starting primary school (infant schools are for children between the ages of 5 and 7 and junior schools for those between tlhe ages of 8 and 11).3. Secondary educationThe majority of state secondary school pupils in England and Wales attend comprehensive schools. These largely take pupils without reference to ability or aptitude and provide a wide range of secondary education for all or most children in a district. Schools include those taking the 11 to 18 age-range, middle schools (8 to 14), and schools with an age range of 11 to 16. Most other state-educated children in England attend grammar or secondary modern schools, to which they are allocated after selection procedures at the age of 11.Before 1965 a selective system of secondary education existed in England. Under that system a child of 11 had to take an exam (known as ' an 11 + ') which consisted of intelligence tests covering linguistic, mathematical and general knowledge and which was to be taken by children in the last year of primary schooling. The object was to select between academic and non-academic children. Those who did well in the examination went on to a grammar school, while those who failed went to a secondary modern school and technical college. Grammar schools prepared for national children attended such as the General Certificate of Education (GCE) at ordinary and advanced levels. These attended qualified children for the better jobs, and for entry into higher education and the professions. The education in secondary modern schools was based on practical schooling, which would allow entry into a variety of skilled and unskilled jobs.Many people complained that it was wrong for a person's future to be decided at so young an age. The children who went to ' secondary moderns ' were seen as ' failures '. Moreover, it was noticed that the children who passed this exam were almost all from middle-class families. The Labour Party, among other critics, argued that the 11 plus examination was socially divisive, increasing the inequalities between rich and poor and reinforcing the class system.The Labour Party returned to power in 1965, abolished the 11-plus and tried to introduce the non-selective education system in the form of ' comprehensive ' schools, that would provide schooling for children of all ability levels and from all social backgrounds, ideally under one roof. The final choice between selective and non-selective schooling, though, was left to local educational authorities (LEAs) that controlled the provision of school education in the county. Some authorities decided for comprehensives, while others retained the grammar schools and secondary moderns.In the late 1980s the Conservative government introduced another major change. Schools could now decide whether to remain as LEA maintained schools ' or to ' opt-out ' of the control of the LEA and put themselves directly under the control of the government department. These ' grant-maintained ' schools were financed directly by central government. This did not mean, however, that there was more central control: grant-maintained schools did not have to ask anybody else about how to spend their money.A recent development in education administration in England and Wales is the School Standards and Framework Act passed in July 1998. The Act establishes that from 1 September 1999 all state school education will be provided by local education authorities with the ending of the separate category of grant maintained status.So, today the secondary. education is mainly provided by three types of state schools: secondary modern schools, grammar schools and (now predominant) comprehensive schools. There should also be mentioned another type of schools, so-called specialist schools. The specialist schools programme in England was launched in 1993. Specialist schools are state secondary schools specialising in technology, science and mathematics; modern; foreign languages; Sport; or the arts — in addition to providing the full National Curriculum. State schools are absolutely free (including all textbooks and exercise books) and generally co-educational.Under the new National Curriculum a greater emphasis at the secondary level is laid on science and technology. Accordingly, ten subjects have to be studied: English, history, geography, mathematics, science, a modern foreign

Результаты (английский) 2:

British educational system The has much in common with that in Europe, in that:
• full-time education is compulsory for all children in their middle teenage years. Parents are required by law to see that their children receive full-time education, at school or elsewhere, between the ages of 5 and 16 in England, Scotland and Wales and 4 and 16 in Northern Ireland.
• the academic year begins at the end of the summer,
• compulsory education is free of charge, though parents may choose a private school and spend their money on educating their children.
About 93% of pupils receive free education from public funds, while the others attend independent schools financed by fees paid parents by.
• there are three stages of schooling, with children moving from primary school (the first stage) to secondary school (the second stage). The third stage (sometimes called the tertiary level) provides further and higher education and includes colleges of further education, technical colleges, colleges of higher education, and universities.
There is, however, quite a lot that distinguishes education in Britain from the way it works in other countries. The most important distinguishing features are the lack of uniformity and comparatively little central control. There are three separate government departments managing education: the Department for Education and Employment is responsible for England and Wales alone; Scotland and Northern Ireland retain control over the education within their respective countries. None of these bodies exercises much control over the details of what actually happens in educational institutions. Central government does not prescribe a detailed programme of learning, books and materials to be used, nor does it dictate the exact hours of the school day, the exact days of holidays, school's finances management and suchlike. As many details As possible are left to the discretion of the individual or institution of the Local Education Authority (the an LEA).
Many distinctive characteristics of British education can be ascribed, at least partly, to the public school tradition. Eton, Harrow, Rugby and Winchester are among the most famous public schools that have hundreds of years of history.
The present-day level of 'grass-root' independence as well as different approach to education has been greatly influenced by the philosophy that a (public) school is its own community.
The 19th century public schools educated the sons of the upper and upper-middle classes and the main aim of schooling was to prepare young men to take up positions in the higher ranks of the army, the Church , to fill top jobs in business, the legal profession, the civil service and politics. To meet this aim the emphasis was made ​​on 'character-building' and the development of 'team spirit' (hence traditional importance of sports) rather than on academic achievement.
Such schools were (and still often are) mainly boarding establishments, so they had a deep and lasting influence on their pupils, consequently, public-school leavers formed a closed group entry into which was difficult, ^ he ruling elite, the core of the Establishment.
The 20th century brought education and its possibilities for social advancement within everybody's reach, and new, state schools naturally tended to copy the features of the public schools. So today, in typically British fashion, learning for its own sake, rather than for any practical purpose, has still been given a high value. As distinct from most other countries, a relatively stronger emphasis is on the quality of person that education produces rather than helping people develop useful knowledge and skill. In other words, the general style of teaching has been to develop understanding rather than acquiring factual knowledge and learning to apply this knowledge to specific tasks.
This traditional public-school approach, together with the above-mentioned dislike of central authority, also helps to explain another thing: the National Curriculum, the purpose of which was to do away with the disparities in the type and quality of education, was not introduced until 1989 - much later than in other countries.
2. -School and Pre primary education There is no countrywide system of nursery (or pre-primary) schools. In some areas there are nursery schools and classes (or, in England, reception classes in primary schools), providing informal education and play facilities, but they are not compulsory and only 25% of 3-4 year-olds attend them. There are also some private nurseries and pre-school playgroups organised and paid by parents themselves where children are brought twice a week for an hour or two. Local education authorities (LEAs), in partnership with private nurseries, playgroups and schools, have drawn up 'early years development plans' of providing 4 year olds with basic skills of reading, writing and arithmetic. The plans are designed to show how co-operation between private nurseries, playgrounds and schools can best serve the interests of children and their parents. In addition, the government aims to establish 'early excellence centres' designed to demonstrate good practice in education and childcare. The present Labour government is working to expand pre-school education and wants all children to begin school with a basic foundation in literacy and numeracy , or what is known as 'the three Rs' (Reading, wRiting, and aRithmetic). From September 1998 it is providing free nursery education in England and Wales for all 4-year-olds whose parents want it. The average child begins his or her compulsory education at the age of 5 starting primary school (infant schools are for children between the ages of 5 and 7 and junior schools for those between tlhe ages of 8 and 11). 3. Education Secondary The majority of state secondary school pupils in England and Wales attend comprehensive schools. These largely take pupils without reference to ability or aptitude and provide a wide range of secondary education for all or most children in a district. Schools include those taking the 11 to 18 age-range, middle schools (8 to 14), and schools with an age-range of 11 to 16. Most other state-educated children in England attend grammar or secondary modern schools, to which they allocated after selection are procedures at the age of 11. Before 1965 a selective system of secondary education existed in England. Under that system a child of 11, had to take an exam (known as 'an 11+') which consisted of intelligence tests covering linguistic, mathematical and general knowledge and which was to be taken by children in the last year of primary schooling. The object was to select between academic and non-academic children. Those who did well in the examination went on to a grammar school, while those who failed went to a secondary modern school and technical college. Grammar schools prepared children for national examinations such as the General Certificate of Education (GCE) at ordinary and advanced levels. These examinations qualified children for the better jobs, and for entry into higher education and the professions. In secondary education The modern schools was based on practical schooling, which would allow entry into a variety of skilled and unskilled jobs. Many people complained that it was wrong for a person's future to be decided at so young an age. The children who went to 'secondary moderns' were seen as 'failures'. Moreover, it was noticed that the children who passed this exam were almost all from middle-class families. The Labour Party, among other critics, argued that the 11-plus examination was socially divisive, increasing the inequalities between rich and poor and reinforcing the class system. The Labour Party, returned to power in 1965, abolished the 11-plus and tried to introduce the non-selective education system in the form of 'comprehensive' schools, that would provide schooling for children of all ability levels and from all social backgrounds, ideally under one roof. The final choice between selective and non-selective schooling, though, was left to local educational authorities (LEAs) that controlled the provision of school education in the county. Authorities decided for Some comprehensives, while others retained grammar schools and secondary moderns. In the late 1980s the Conservative government introduced another major change. Schools could now decide whether to remain as LEA "maintained schools or to 'opt-out' of the control of the LEA and put themselves directly under the control of the government department. These 'grant-maintained' schools were financed directly by central government . This did not mean, however, that there was more central control: grant-maintained schools did not have to ask anybody else about how to spend their money. A recent development in education administration in England and Wales is the School Standards and Framework Act passed in July 1998. The Act establishes that from September 1, 1999 state school education all will be provided by local education authorities with the ending of the separate category of grant maintained status. So, today secondary .education is mainly provided by three types of state schools: secondary modern schools, grammar schools and (now predominant) comprehensive schools. There should also be mentioned another type of schools, called specialist schools. The specialist schools programme in England was launched in 1993. Specialist schools are state secondary schools specialising in technology , science and mathematics; modern; foreign languages; sport; or the arts - in addition to providing the full National Curriculum. State schools are absolutely free (including all textbooks and exercise books) and generally co-educational. Under the new National Curriculum a greater emphasis at the secondary level is laid on science and technology . Accordingly, ten subjects have to be studied: English, history, geography, mathematics, science, a modern foreign

Результаты (английский) 3:

the british educational system has much in common with that in europe, in that:
- full - time education is compulsory for all children in their middle teenage years. parents are required by law to see that their children receive full - time education, at school or star, between the ages of 5 and 16 in england, scotland and wales and 4 and 16 in northern ireland.in the academic year begins at the end of the summer,
- compulsory education is free of charge, though parents may choose a private school and spend their money on educating their children.
about 93% of pupils receive free education from public funds, while the others attend independent schools financed by fees paid by parents.
•there are three stages of hypotheticals.with children moving from primary school (the first stage) and secondary school (the second stage). the third stage (sometimes called the tertiary level) provides further and higher education and includes colleges of further education, technical colleges, colleges of higher education, and universities. there is, however,quite a lot that distinguishes education in britain and the way it works in other countries. the most important distinguishing features are the lack of uniformity and comparatively little central control. there are three separate government departments managing education: the department for education and employment is responsible for england and wales alone.scotland and northern ireland retain control over the education within their respective countries. none of these bodies exercises much control over the details of what actually happens in educational institutions. the central government does not prescribe a detailed programme of learning, books and materials to be used, nor does it dictate the exact hours of the school day.the exact days of holidays, the school's finances management and suchlike. as many details as possible are left to the discretion of the individual institution or of the local education authority (the LEA).
i) characteristics of british education can be ascribed, at least partly, to the public school tradition. Eton, harrow,Rugby and Winchester are among the most famous public schools that have hundreds of years of history. the present - day world of 'grass root' starting as well as different approach to education has been greatly influenced by the philosophy that a (public) school is its own community.
the 19th century public schools educated the sons of the upper and upper middle classes and is the main aim of way was to prepare young men to take up positions in the higher ranks of the army, the church, to fill top jobs in business, the legal profession, the civil service and politics.