BIA provides free English language services to international students who are currently studying on undergraduate or postgraduate courses at the University of Birmingham. Services include Open-access English classes, online self-assessment, online materials through CANVAS, email answers to quick questions and individual one to one tutorials. For a small fee, BIA also offers classes for partners of international postgraduate students and staff, social events including day trips and HOST visits.
As a university student, looking into the history of deaf education in the UK, this video was most beneficial. As well as researching for my degree, this also provides much background knowledge into deafness which interests me on a personal level, as my brother is severely deaf and was educated at RSDCM. Very interesting!
Studying at degree-level is likely to be very different from your previous experience of learning and teaching. You will be expected to think, discuss and engage critically with the subject and find things out for yourself. We will enable you to make this transition to a new style of learning, and the way that you are assessed during your studies will help you develop the essential skills you need to make a success of your time at Birmingham. We assess students not only the basis of the knowledge they gained, but also the skills that they have acquired. You’ll be assessed in a variety of ways, and these may be different with each module that you take. You will be assessed through coursework which may take the form of essays, group and individual presentations and formal exams. Students also prepare portfolios of experiences and activities which enhances their employability on graduation. Our assessment strategy does not just deliver grades. It seeks to widen horizons and to promote self-development so that our graduates are valued for their leadership and problem solving capabilities. At the beginning of each module, you’ll be given information on how and when you’ll be assessed for that particular programme of study. You’ll receive feedback on each assessment within four weeks, so that you can learn from and build on what you have done. You’ll be given feedback on any exams that you take; if you should fail an exam we will ensure that particularly detailed feedback is made available to enable you to learn for the future. During your first year you will undergo a formal ‘transition’ review to see how you are getting on and if there are particular areas where you need support. This is in addition to the personal tutor who is based in your school or department and can help with any academic issues you encounter.
All Single Honours History students, and many Joint Honours students, complete a 10,000-word dissertation, in which they demonstrate their research skills on a topic of their own choosing. The dissertation draws on scholarly literature and as much primary source material (documents, for example) as students can acquire. Honours students often say that this is the most satisfying part of their History degree.
Starting in about 3500 B.C., various writing systems developed in ancient civilizations around the world. In Egypt fully developed hieroglyphs were in use at Abydos as early as 3400 B.C. oldest known alphabet was developed in central Egypt around 2000 B.C. from a hieroglyphic prototype. One hieroglyphic script was used on stone monuments, other cursive scripts were used for writing in ink on papyrus, a flexible, paper-like material, made from the stems of reeds that grow in marshes and beside rivers such as the River Nile.
Percentages of the population with no schooling varied greatly among LEDCs in 2000, from less than 10% to over 65%. MEDCs had much less variation, ranging from less than 2% to 17%.
In 1964, preparations had begun to raise the school leaving age to 16 to be enforced from 1 September 1973 onwards. As well as raising the school leaving age in 1973, the year also saw the introduction of the Education (Work Experience) Act, allowing LEAs to organise work experience for the additional final year school students. In some counties around the country, these changes also led to the introduction of Middle schools in 1968, where students were kept at primary or junior school for an additional year, meaning that the number of students in secondary schools within these areas remained virtually constant through the change. As of 2007, there are now fewer than 400 middle schools across England, situated in just 22 Local Education Authorities.
Bodleian Library, Oxford University In addition to the relevant archival collections in the Department of Western Manuscripts, which include the central records of the University of Oxford and papers of the Student Union and Graduate Union, the Bodleian holds the Opie Collection, a large and wide ranging collection of children’s books. (For records of individual Oxford Colleges, contact the College librarians direct.
‘Learning journeys’ are conceptualised, within this module, in terms of the meanings that learners attribute to their prior and current experiences of learning and how these individual and collective experiences may mediate their learning in the future. The module is designed to enable students to develop their capacity to critically examine concepts of ‘learning journey’, ‘learning career’, critical events and turning points. These concepts are compared with notions of aspiration raising, barriers and transition as a series of problems or events to be rationally overcome. The overall purpose of the module is to enable students to review their own learning careers and journeys and develop their analysis of their experiences.
In 1840 the Grammar Schools Act expanded the Grammar School curriculum from classical studies to include science and literature. In 1861 the Royal Commission on the state of popular education in England, chaired by the Duke of Newcastle, reported "The number of children whose names ought to have been on the school books, in order that all might receive some education, was 2,655,767. The number we found to be actually on the books was 2,535,462, thus leaving 120,305 children without any school instruction whatever."
This class examines means by which states conduct informal activities to promote their domestic and foreign objectives during wartime. In particular, it analyses the role of propaganda throughout the twentieth century, focusing on the use of modern mass communication and technology by states involved in conflicts.
The Government-run Eleven-Plus exam selection exam has now been abolished in the UK, and no longer do all children sit for it as used to be the case. However, voluntary selection tests are still conducted in certain areas of the UK, where some of the original grammar schools have been retained. These areas include: Northern Ireland and some English counties and districts including Devon, Dorset, Kent, Buckinghamshire, Essex, Birmingham, Trafford, Wiltshire, North Yorkshire, Calderdale, Kirklees, Wirral, Warwickshire, Gloucestershire, Lincolnshire and some London boroughs such as Bexley, Kingston-upon-Thames and Redbridge. There have been various so far unsuccessful attempts by campaigners to abolish all remaining grammar schools. The remaining grammar schools are now thus still selective, typically taking the top 10-25% of those from the local catchment area. Some of the still-existing grammar schools in the United Kingdom can trace their history back to earlier than the sixteenth century.
Strath Life Find out everything you need to know about life at Strathclyde! School of Humanities Find out more about studying with us. Study with us Thinking of joining us at Strathclyde? We can help with any questions. School of Education Find out more about studying with us. International students We've a thriving international community at the University of Strathclyde, with students coming here to study from countries across the world. Life in Glasgow We're one of Europe's most vibrant cities. Voted the ‘friendliest city in the world’ in a recent Rough Guide poll, we're also named a must-visit destination in the New York Times, The Guardian and Wanderlust. Undergraduate Prospectus 2018 now available Download or order our new undergraduate 2018 prospectus.
The combination of core and optional modules on this Joint Honours programme will allow you to develop key skills within the subject disciplines of both Education and History. In the second year of study, students will complete an assessed placement module, which includes a two week vocational placement.
Graduates from the Joint BA (Hons) Education and History degree will gain comprehensive knowledge of two disciplines. The programme will allow you to develop a range of skills and gain practical experience, which will enable you to pursue either historical or educational study at a higher level or to secure employment as historians or educationalists. Reasoning, communication and organisational skills acquired from this programme, and practiced in the context of two disciplines, are readily transferable to a large number of professions and other careers.
Ragged School Museum The purpose of the Ragged School Museum is to make the unique history of the East End of London, and in particular of the Copperfield Road Ragged School, accessible to everyone. In a re-created classroom of the period, visitors can see how Victorian children were taught.
The modules introduce a variety of approaches, perspectives and theoretical resources for understanding and explaining aspects of Education Policy, Social Diversity and Inclusion. Modules also explore early modern European history c1500-1700, Nineteenth century European History and Holocaust studies.
The modern era of French education begins in the 1790s. The Revolution in the 1790s abolished the traditional universities Napoleon sought to replace them with new institutions, the Polytechnique, focused on technology. The elementary schools received little attention until 1830, when France copied the Prussian system.
One thing you'll find out quickly about Coleraine and the local area is how great a student life there is, and not just at night (all the local bars and clubs have great student nights). In your first year, you'll probably live in University halls on campus. There's such good craic to be had here! You'll meet your best mates in halls, go on adventures (the local coastline is great for surfing), and meet local and international students alike. Halls are a great way to get to know people from all over.
All major or joint students prepare, by supervised research, a dissertation that allows them to investigate an area of personal or career interest. Students who have an even split on their courses can choose to write a dissertation in either of their subjects.
This honours level module explores a range of critical theory and its potential applications to the field of Education Studies. Each contribution is examined in relation to its philosophical and epistemological ‘moves’ and students are encouraged to develop critical responses to such theory in terms of its relevance to specific areas of psychology, sociology and learning theory. The module will cover a range of theoretical contributions in the order of their publication, and students will consider the relationship between each approach. A specific example of critical theory will be selected for application in dialogue with a particular area of Education Studies encountered in the degree.
Your learning will take place in a range of different settings, from scheduled teaching in lectures and small group tutorials, to self-study and peer group learning (for example preparing and delivering presentations with your classmates). To begin with you may find this way of working challenging, but rest assured that we’ll enable you to make this transition. You will have access to a comprehensive support system that will assist and encourage you, including personal tutors and welfare tutors who can help with both academic and welfare issues, and offer you help for any particular areas where you need support. You will also have access to a wide range of dedicated e-learning, IT and library facilities within the schools and university to support your studies. The tutors in the School of Education and School of History and Cultures are experienced specialists and Professors teach both lectures and seminars at all levels of study. Our teaching and assessment strategy reflect this concern with the real world. As well as learning in lectures and seminars, students are asked to undertake a variety of enquiry based learning activities; undertaking small research projects, participating in public debates and working in groups to solve problems.
This information is added to Discovery, our catalogue. It is also edited and used to produce thematic digests, including one relating to education history. The digests are made available through this website and distributed for publication in a number of learned journals and newsletters. Further information is available at Accessions to Repositories.
Lord Curzon, the Viceroy 1899-1905, made mass education a high priority after finding that no more than 20% of India's children attended school. His reforms centered on literacy training and on restructuring of the university systems. They stressed ungraded curricula, modern textbooks, and new examination systems. Curzon's plans for technical education laid the foundations which were acted upon by later governments.
G.R. Searle, like nearly all historians, argues the Act was a short-term political disaster for the Conservative Party because it outraged Methodists, Baptists and other nonconformists. It subsidized the religions they rejected. However Searle argues it was a long-term success. The Church schools now had solid financing from local ratepayers and had to meet uniform standards. It led to a rapid growth of secondary schools, with over 1000 opening by 1914, including 349 for girls. Eventually, the Anglican schools were nationalized. Grammar schools also became funded by the LEA. The act was of particular significance as it allowed for all schools, including denominational schools, to be funded through rates (local taxation), and ended the role of locally elected school boards that often attracted women, non-conformists and labour union men. The Liberals came to power in 1906, but their attempt to repeal the act was blocked by the House of Lords, setting up a major constitutional confrontation.
Discover Durham tours offer a brief introduction to the University. The tour begins at one of our undergraduate colleges, where you will receive an introductory talk from a member of college staff, followed by a tour of the college by current students.
2017 - 2018 UK Students For UK students beginning their studies in September 2017, the University of Birmingham will charge the maximum approved tuition fee per year. The fees for your first year of study will therefore be £9,250. EU Students For EU students beginning their studies in September 2017, the University of Birmingham will charge the maximum approved tuition fee per year. The fees for your first year of study will therefore be £9,250 provided this continues to be permitted by UK law. Overseas Students For overseas students beginning their studies in September 2017, the University of Birmingham will charge £15,210 for the first year of study. Visit our tuition fees pages for more information on all these fees. Learn more about fees and funding Scholarships The University of Birmingham Undergraduate Research Experience scheme offers financial support for undergraduates to undertake work experience or a research placement in the summer vacation. The scheme is open to all first-, second- and penultimate-year undergraduate students. It is also open to final-year undergraduate students who are in the process of applying for, or who have already applied for, a place on a postgraduate programme at the University of Birmingham. Learn more about our scholarships and awards
This class focuses on the history of the British Isles from 1700 to 1914. It was a period of phenomenal change in terms of who ruled the country, the main economic activities, emerging cultural expression and attitudes and the growth of British power overseas on an unprecedented scale.
In addressing these issues, the module draws upon themes such as justice and fairness in education as well as inequalities relating to class, gender, race and disability. A range of primary historical sources will be utilised, for example, documents and archives, literary, biographical, archival, visual and material evidence. History of education has a long research tradition which connects to both the study of history and education as well as drawing upon other humanities and social sciences.
This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.
The class begins with the traumatic episodes of the Franco-Prussian War and the Communes of 1871. By analysing the often problematic political and cultural consolidation of the Third Republic, this class will explore the ‘culture wars’ and the internal divisions that culminated in the Dreyfus Affair. After the humiliation of losing its status as Europe’s dominant power, France sought greatness in colonial expansion in Africa and Indochina, while seeking to consolidate national identity by transforming ‘peasants into Frenchmen’.
The history of education in England can be documented to the Anglo-Saxons' settlement of England. During the Middle Ages, schools were established to teach Latin grammar to the sons of the aristocracy, as part of preparation also for the entry of some into the clergy and religious orders. The church preserved literacy and learning during this period, and education was closely tied to the religious vocation, in order to read the Bible and related documents. Apprenticeship was the main way for youths to enter practical occupations. Two universities were established in affiliation with the church: the University of Oxford, followed by the University of Cambridge, both related closely to training for clergy. A reformed system of "free grammar schools" was established in the reign of Edward VI.
http://www.tipz9ja.ml
Raikes used his newspaper to publicize the schools and bore most of the cost in the early years. The movement began in July 1780 in the home of a Mrs. Meredith. Only boys attended, and she heard the lessons of the older boys who coached the younger. Later, girls also attended. Within two years, several schools opened in and around Gloucester. Raikes published an account on November 3, 1783 of Sunday School in his paper, and later word of the work spread through the Gentleman's Magazine, and in 1784, a letter to the Arminian Magazine.
Vedic education included: proper pronunciation and recitation of the Veda, the rules of sacrifice, grammar and derivation, composition, versification and meter, understanding of secrets of nature, reasoning including logic, the sciences, and the skills necessary for an occupation. Some medical knowledge existed and was taught. There is mention in the Veda of herbal medicines for various conditions or diseases, including fever, cough, baldness, snake bite and others.
As a university student, looking into the history of deaf education in the UK, this video was most beneficial. As well as researching for my degree, this also provides much background knowledge into deafness which interests me on a personal level, as my brother is severely deaf and was educated at RSDCM. Very interesting!
Studying at degree-level is likely to be very different from your previous experience of learning and teaching. You will be expected to think, discuss and engage critically with the subject and find things out for yourself. We will enable you to make this transition to a new style of learning, and the way that you are assessed during your studies will help you develop the essential skills you need to make a success of your time at Birmingham. We assess students not only the basis of the knowledge they gained, but also the skills that they have acquired. You’ll be assessed in a variety of ways, and these may be different with each module that you take. You will be assessed through coursework which may take the form of essays, group and individual presentations and formal exams. Students also prepare portfolios of experiences and activities which enhances their employability on graduation. Our assessment strategy does not just deliver grades. It seeks to widen horizons and to promote self-development so that our graduates are valued for their leadership and problem solving capabilities. At the beginning of each module, you’ll be given information on how and when you’ll be assessed for that particular programme of study. You’ll receive feedback on each assessment within four weeks, so that you can learn from and build on what you have done. You’ll be given feedback on any exams that you take; if you should fail an exam we will ensure that particularly detailed feedback is made available to enable you to learn for the future. During your first year you will undergo a formal ‘transition’ review to see how you are getting on and if there are particular areas where you need support. This is in addition to the personal tutor who is based in your school or department and can help with any academic issues you encounter.
All Single Honours History students, and many Joint Honours students, complete a 10,000-word dissertation, in which they demonstrate their research skills on a topic of their own choosing. The dissertation draws on scholarly literature and as much primary source material (documents, for example) as students can acquire. Honours students often say that this is the most satisfying part of their History degree.
Starting in about 3500 B.C., various writing systems developed in ancient civilizations around the world. In Egypt fully developed hieroglyphs were in use at Abydos as early as 3400 B.C. oldest known alphabet was developed in central Egypt around 2000 B.C. from a hieroglyphic prototype. One hieroglyphic script was used on stone monuments, other cursive scripts were used for writing in ink on papyrus, a flexible, paper-like material, made from the stems of reeds that grow in marshes and beside rivers such as the River Nile.
Percentages of the population with no schooling varied greatly among LEDCs in 2000, from less than 10% to over 65%. MEDCs had much less variation, ranging from less than 2% to 17%.
In 1964, preparations had begun to raise the school leaving age to 16 to be enforced from 1 September 1973 onwards. As well as raising the school leaving age in 1973, the year also saw the introduction of the Education (Work Experience) Act, allowing LEAs to organise work experience for the additional final year school students. In some counties around the country, these changes also led to the introduction of Middle schools in 1968, where students were kept at primary or junior school for an additional year, meaning that the number of students in secondary schools within these areas remained virtually constant through the change. As of 2007, there are now fewer than 400 middle schools across England, situated in just 22 Local Education Authorities.
Bodleian Library, Oxford University In addition to the relevant archival collections in the Department of Western Manuscripts, which include the central records of the University of Oxford and papers of the Student Union and Graduate Union, the Bodleian holds the Opie Collection, a large and wide ranging collection of children’s books. (For records of individual Oxford Colleges, contact the College librarians direct.
‘Learning journeys’ are conceptualised, within this module, in terms of the meanings that learners attribute to their prior and current experiences of learning and how these individual and collective experiences may mediate their learning in the future. The module is designed to enable students to develop their capacity to critically examine concepts of ‘learning journey’, ‘learning career’, critical events and turning points. These concepts are compared with notions of aspiration raising, barriers and transition as a series of problems or events to be rationally overcome. The overall purpose of the module is to enable students to review their own learning careers and journeys and develop their analysis of their experiences.
In 1840 the Grammar Schools Act expanded the Grammar School curriculum from classical studies to include science and literature. In 1861 the Royal Commission on the state of popular education in England, chaired by the Duke of Newcastle, reported "The number of children whose names ought to have been on the school books, in order that all might receive some education, was 2,655,767. The number we found to be actually on the books was 2,535,462, thus leaving 120,305 children without any school instruction whatever."
This class examines means by which states conduct informal activities to promote their domestic and foreign objectives during wartime. In particular, it analyses the role of propaganda throughout the twentieth century, focusing on the use of modern mass communication and technology by states involved in conflicts.
The Government-run Eleven-Plus exam selection exam has now been abolished in the UK, and no longer do all children sit for it as used to be the case. However, voluntary selection tests are still conducted in certain areas of the UK, where some of the original grammar schools have been retained. These areas include: Northern Ireland and some English counties and districts including Devon, Dorset, Kent, Buckinghamshire, Essex, Birmingham, Trafford, Wiltshire, North Yorkshire, Calderdale, Kirklees, Wirral, Warwickshire, Gloucestershire, Lincolnshire and some London boroughs such as Bexley, Kingston-upon-Thames and Redbridge. There have been various so far unsuccessful attempts by campaigners to abolish all remaining grammar schools. The remaining grammar schools are now thus still selective, typically taking the top 10-25% of those from the local catchment area. Some of the still-existing grammar schools in the United Kingdom can trace their history back to earlier than the sixteenth century.
Strath Life Find out everything you need to know about life at Strathclyde! School of Humanities Find out more about studying with us. Study with us Thinking of joining us at Strathclyde? We can help with any questions. School of Education Find out more about studying with us. International students We've a thriving international community at the University of Strathclyde, with students coming here to study from countries across the world. Life in Glasgow We're one of Europe's most vibrant cities. Voted the ‘friendliest city in the world’ in a recent Rough Guide poll, we're also named a must-visit destination in the New York Times, The Guardian and Wanderlust. Undergraduate Prospectus 2018 now available Download or order our new undergraduate 2018 prospectus.
The combination of core and optional modules on this Joint Honours programme will allow you to develop key skills within the subject disciplines of both Education and History. In the second year of study, students will complete an assessed placement module, which includes a two week vocational placement.
Graduates from the Joint BA (Hons) Education and History degree will gain comprehensive knowledge of two disciplines. The programme will allow you to develop a range of skills and gain practical experience, which will enable you to pursue either historical or educational study at a higher level or to secure employment as historians or educationalists. Reasoning, communication and organisational skills acquired from this programme, and practiced in the context of two disciplines, are readily transferable to a large number of professions and other careers.
Ragged School Museum The purpose of the Ragged School Museum is to make the unique history of the East End of London, and in particular of the Copperfield Road Ragged School, accessible to everyone. In a re-created classroom of the period, visitors can see how Victorian children were taught.
The modules introduce a variety of approaches, perspectives and theoretical resources for understanding and explaining aspects of Education Policy, Social Diversity and Inclusion. Modules also explore early modern European history c1500-1700, Nineteenth century European History and Holocaust studies.
The modern era of French education begins in the 1790s. The Revolution in the 1790s abolished the traditional universities Napoleon sought to replace them with new institutions, the Polytechnique, focused on technology. The elementary schools received little attention until 1830, when France copied the Prussian system.
One thing you'll find out quickly about Coleraine and the local area is how great a student life there is, and not just at night (all the local bars and clubs have great student nights). In your first year, you'll probably live in University halls on campus. There's such good craic to be had here! You'll meet your best mates in halls, go on adventures (the local coastline is great for surfing), and meet local and international students alike. Halls are a great way to get to know people from all over.
All major or joint students prepare, by supervised research, a dissertation that allows them to investigate an area of personal or career interest. Students who have an even split on their courses can choose to write a dissertation in either of their subjects.
This honours level module explores a range of critical theory and its potential applications to the field of Education Studies. Each contribution is examined in relation to its philosophical and epistemological ‘moves’ and students are encouraged to develop critical responses to such theory in terms of its relevance to specific areas of psychology, sociology and learning theory. The module will cover a range of theoretical contributions in the order of their publication, and students will consider the relationship between each approach. A specific example of critical theory will be selected for application in dialogue with a particular area of Education Studies encountered in the degree.
Your learning will take place in a range of different settings, from scheduled teaching in lectures and small group tutorials, to self-study and peer group learning (for example preparing and delivering presentations with your classmates). To begin with you may find this way of working challenging, but rest assured that we’ll enable you to make this transition. You will have access to a comprehensive support system that will assist and encourage you, including personal tutors and welfare tutors who can help with both academic and welfare issues, and offer you help for any particular areas where you need support. You will also have access to a wide range of dedicated e-learning, IT and library facilities within the schools and university to support your studies. The tutors in the School of Education and School of History and Cultures are experienced specialists and Professors teach both lectures and seminars at all levels of study. Our teaching and assessment strategy reflect this concern with the real world. As well as learning in lectures and seminars, students are asked to undertake a variety of enquiry based learning activities; undertaking small research projects, participating in public debates and working in groups to solve problems.
This information is added to Discovery, our catalogue. It is also edited and used to produce thematic digests, including one relating to education history. The digests are made available through this website and distributed for publication in a number of learned journals and newsletters. Further information is available at Accessions to Repositories.
Lord Curzon, the Viceroy 1899-1905, made mass education a high priority after finding that no more than 20% of India's children attended school. His reforms centered on literacy training and on restructuring of the university systems. They stressed ungraded curricula, modern textbooks, and new examination systems. Curzon's plans for technical education laid the foundations which were acted upon by later governments.
G.R. Searle, like nearly all historians, argues the Act was a short-term political disaster for the Conservative Party because it outraged Methodists, Baptists and other nonconformists. It subsidized the religions they rejected. However Searle argues it was a long-term success. The Church schools now had solid financing from local ratepayers and had to meet uniform standards. It led to a rapid growth of secondary schools, with over 1000 opening by 1914, including 349 for girls. Eventually, the Anglican schools were nationalized. Grammar schools also became funded by the LEA. The act was of particular significance as it allowed for all schools, including denominational schools, to be funded through rates (local taxation), and ended the role of locally elected school boards that often attracted women, non-conformists and labour union men. The Liberals came to power in 1906, but their attempt to repeal the act was blocked by the House of Lords, setting up a major constitutional confrontation.
Discover Durham tours offer a brief introduction to the University. The tour begins at one of our undergraduate colleges, where you will receive an introductory talk from a member of college staff, followed by a tour of the college by current students.
2017 - 2018 UK Students For UK students beginning their studies in September 2017, the University of Birmingham will charge the maximum approved tuition fee per year. The fees for your first year of study will therefore be £9,250. EU Students For EU students beginning their studies in September 2017, the University of Birmingham will charge the maximum approved tuition fee per year. The fees for your first year of study will therefore be £9,250 provided this continues to be permitted by UK law. Overseas Students For overseas students beginning their studies in September 2017, the University of Birmingham will charge £15,210 for the first year of study. Visit our tuition fees pages for more information on all these fees. Learn more about fees and funding Scholarships The University of Birmingham Undergraduate Research Experience scheme offers financial support for undergraduates to undertake work experience or a research placement in the summer vacation. The scheme is open to all first-, second- and penultimate-year undergraduate students. It is also open to final-year undergraduate students who are in the process of applying for, or who have already applied for, a place on a postgraduate programme at the University of Birmingham. Learn more about our scholarships and awards
This class focuses on the history of the British Isles from 1700 to 1914. It was a period of phenomenal change in terms of who ruled the country, the main economic activities, emerging cultural expression and attitudes and the growth of British power overseas on an unprecedented scale.
In addressing these issues, the module draws upon themes such as justice and fairness in education as well as inequalities relating to class, gender, race and disability. A range of primary historical sources will be utilised, for example, documents and archives, literary, biographical, archival, visual and material evidence. History of education has a long research tradition which connects to both the study of history and education as well as drawing upon other humanities and social sciences.
This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.
The class begins with the traumatic episodes of the Franco-Prussian War and the Communes of 1871. By analysing the often problematic political and cultural consolidation of the Third Republic, this class will explore the ‘culture wars’ and the internal divisions that culminated in the Dreyfus Affair. After the humiliation of losing its status as Europe’s dominant power, France sought greatness in colonial expansion in Africa and Indochina, while seeking to consolidate national identity by transforming ‘peasants into Frenchmen’.
The history of education in England can be documented to the Anglo-Saxons' settlement of England. During the Middle Ages, schools were established to teach Latin grammar to the sons of the aristocracy, as part of preparation also for the entry of some into the clergy and religious orders. The church preserved literacy and learning during this period, and education was closely tied to the religious vocation, in order to read the Bible and related documents. Apprenticeship was the main way for youths to enter practical occupations. Two universities were established in affiliation with the church: the University of Oxford, followed by the University of Cambridge, both related closely to training for clergy. A reformed system of "free grammar schools" was established in the reign of Edward VI.
http://www.tipz9ja.ml
Raikes used his newspaper to publicize the schools and bore most of the cost in the early years. The movement began in July 1780 in the home of a Mrs. Meredith. Only boys attended, and she heard the lessons of the older boys who coached the younger. Later, girls also attended. Within two years, several schools opened in and around Gloucester. Raikes published an account on November 3, 1783 of Sunday School in his paper, and later word of the work spread through the Gentleman's Magazine, and in 1784, a letter to the Arminian Magazine.
Vedic education included: proper pronunciation and recitation of the Veda, the rules of sacrifice, grammar and derivation, composition, versification and meter, understanding of secrets of nature, reasoning including logic, the sciences, and the skills necessary for an occupation. Some medical knowledge existed and was taught. There is mention in the Veda of herbal medicines for various conditions or diseases, including fever, cough, baldness, snake bite and others.
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