Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this Master's Thesis is to refute the
accepted belief that the English Education Act of 1944 was
truly revolutionary as many historians would have es believe.
By way of explanation, during World War II, the National
Board of Education in England, under the guidance of Herwald
Ramsbotham, began the tedious process of developing a thoroughly
democratic system of education for England. In the
end, leading politicians and writers of the decade claimed
that the Board's reforms truly revolutionized the overall
system of education in England. Yet, the average child attending one of the state or religious schools in England
after the so-called reforms of 1944, was offered little, if any more than had been offered in prior years.
This study examines the structure and evolution of
the English educational system, concentrating on the Education Act of 1944, to determine why the English Education Act
of 1944 was not the revolutionary act it is claimed to be by
historians.
accepted belief that the English Education Act of 1944 was
truly revolutionary as many historians would have es believe.
By way of explanation, during World War II, the National
Board of Education in England, under the guidance of Herwald
Ramsbotham, began the tedious process of developing a thoroughly
democratic system of education for England. In the
end, leading politicians and writers of the decade claimed
that the Board's reforms truly revolutionized the overall
system of education in England. Yet, the average child attending one of the state or religious schools in England
after the so-called reforms of 1944, was offered little, if any more than had been offered in prior years.
This study examines the structure and evolution of
the English educational system, concentrating on the Education Act of 1944, to determine why the English Education Act
of 1944 was not the revolutionary act it is claimed to be by
historians.
Member of