Pre 1870 There was no organised system of education. Some children attended schools run by
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working or churches. There were
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working paying schools for those rich enough to afford them
1870 Forster Education Act This new law set up mass
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working education (education for everyone). It was introduced because the government was worried that the
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working class was becoming revolutionary and also because it was thought that Britain's
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working was falling behind the rest of the world. The education received therefore a strong emphasis on obedience to
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working .
Pre 1944 Everyone received an
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working education to the age of 14. After that whether you continued in school depended on your
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working . Middle class children went to fee paying
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working schools. Upper class children went to fee paying public schools and working class children went to
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working .
1944 Butler Education Act The Butler Act aimed to create
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working of opportunity. The idea was that each child would receive an education best suited to their
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working . Three types of school were set up - grammar, secondary modern and
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working . Children were assessed in the 11+ exam as to which type of school suited them best. Academic students went to grammars, technically minded children to technical schools, and the rest to secondary moderns. At the same time the school leaving age was
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working to 15. The Butler Act was an obvious improvement on what went before. The system soon became known as the
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working System because of the three types of school.
Problems soon emerged with the Tripartite System. The 11+ proved an unreliable test of ability, there was little
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working between schools. Working class children were disadvantaged by the system as the majority ended up in secondary moderns where there tended to be low
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working and lower status qualifications.
1965 and Comprehensive Schools The Labour Government in 1965 decided to introduce comprehensive education. They had three main aims
1. To save money and improve facilities - comprehensives were to be very
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working and could therefore afford better facilities
2. To breakdown class
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working in society with all sorts of pupils mixing in the same school
3. To raise the
abilities achievement authority charities divisions economy elementary equality expectations fee grammar income large movement primary raised technical Tripartite work working of the majority of students who had been failing in secondary modern schools
Now read about what Ofsted though about the Tripartite system in Kent
HERE Summarise Ofsted's main findings in your notes