Education in Scotland in the twentieth century includes all forms of organised education in Scotland, such as elementary, secondary and higher education. The centre of the education system became more focused on Scotland throughout the century, with the Scottish Education Department partly moving north from 1918 and new departments created by the Scottish Executive after devolution.
The Education (Scotland) Act 1872 and the abolition of school fees in 1890 meant there was a state-funded, national system of compulsory free basic education with common examinations. The Education (Scotland) Act 1918 introduced the principle of universal free secondary education, brought the Roman Catholic schools into the state system, and replaced the School Boards with 38 specialist local education authorities. These would be subsumed into local government in 1929. Unlike the Education Act 1944 in England and Wales, the Education (Scotland) Act 1945 (8 & 9 Geo. 6. c. 37) was a consolidation measure. Secondary education was the major area of growth, particularly for girls. Selection was ended by the Labour government in 1965. New qualifications were developed to cope with changing aspirations and economics, with the Leaving Certificate being replaced by the Scottish Certificate of EducationOrdinary Grade ('O-Grade') and Higher Grade ('Higher'). In the 1980s these were replaced by the Standard Grade qualifications and the curriculum was reformed to take account of the whole range of abilities.
In the first half of the twentieth century Scottish universities fell behind those in England and Europe in terms of participation and investment. After the Robbins Report of 1963 there was a rapid expansion in higher education in Scotland. By the end of the decade the number of Scottish Universities had doubled. New universities included the University of Dundee, Strathclyde, Heriot-Watt, Stirling. From the 1970s the government preferred to expand higher education in the non-university sector and by the late 1980s roughly half of students in higher education were in colleges. Under the Further and Higher Education Act 1992, the distinction between universities and colleges was removed, creating new universities at Abertay, Glasgow Caledonian, Napier, Paisley and Robert Gordon.
Organisation
The centre of the education system became more focused on Scotland throughout the century. The Scotch Education Department (SED) was officially named the Scottish Education Department and partly moved north in 1918. Its headquarters relocated to Edinburgh in 1939.[1] In 1991 it was renamed the Scottish Office Education Department, and then in 1995 it became the Scottish Office Education and Industry Department.[2] After devolution, in 1999 the new Scottish Executive set up a Scottish Education Department and an Enterprise, Transport and Lifelong Learning Department, which together took over its functions.[3]
The Education Act 1872 had established a system of elementary state education up until the age of 12, by taking over the schools of the Presbyterian churches and some charitable schools. The abolition of school fees in 1890 meant there was a state-funded, national system of compulsory, free, basic education with common examinations.[4] From this point attention increasingly turned to secondary education. The Scottish Education Department introduced vocational supplementary teaching in the elementary schools, later known as advanced divisions, up until the age of 14, when pupils would leave to find work. This was controversial because it seemed to be counter the cherished principle that schooling was a potential route to university for the bright "lad o' parts".[5] Larger urban school boards established about 200 "higher grade" (secondary) schools as a cheaper alternative to the burgh schools, most in relatively poor inner city areas.[4][5] There were also about 60 secondaries established by 1900.[5] The school leaving age was raised to 14 in 1901.[6]
The Education (Scotland) Act 1918 introduced the principle of universal free secondary education, although due to financial crisis and resistance from the SED it took almost two decades to implement. Most of the advanced divisions of the primary schools became junior secondaries, where students received a vocationally orientated education until the age of 14. The old academies and Higher Grade schools became senior secondaries, giving a more academic education, presenting students for the leaving certificate. Selection between the two types of school was determined at age 12 by an intelligence test, the "qualifying examination", known colloquially as "the qualy".[5] The 1918 Act brought the Roman Catholic schools into the state system, but retained their distinct religious character, access to schools by priests and the requirement that school staff be acceptable to the Church.[6] The Act also replaced the School Boards with 38 specialist local education authorities, which were elected by a form of proportional representation in order to protect the rights of the Catholic minority. These would be subsumed into local government in 1929.[5]
Girls at Cranhill Secondary School, Glasgow, 1967. The increased opportunities for girls in secondary education was a major feature of the twentieth century
Unlike the Education Act 1944 in England and Wales, the Education (Scotland) Act 1945 (8 & 9 Geo. 6. c. 37) was largely a consolidation measure, because universal secondary education had already been in place for over a decade.[5] Plans to raise the school leaving age to 15 in the 1940s were never ratified, but increasing numbers stayed on beyond elementary education and it was eventually raised to 16 in 1973. As a result, secondary education was the major area of growth, particularly for girls, who stayed on in full-time education in increasing numbers throughout the century.[6] The 1947 Report on Secondary Education by the Education Advisory Council, established by Labour minister Tom Johnston, proposed an end to selection and, although rejected by Labour and Conservative governments, became a benchmark for reform. Selection was ended by the Labour government in 1965, which recommended that councils produced one kind of comprehensive secondary school that took all the children in a given neighbourhood. By the late 1970s 75 per cent of children were in non-selective schools and by the early 1980s only the five per cent of children in private schools were subject to selection.[5]
New qualifications were developed to cope with changing aspirations and economics, with the Leaving Certificate being replaced by the Scottish Certificate of EducationOrdinary Grade ('O-Grade') and Higher Grade ('Higher') qualifications in 1962, which became the basic entry qualification for university study.[1] In the 1980s these were replaced by the Standard Grade qualifications. The greater availability of academic qualifications encouraged students to stay on at school. In 1967 22 per cent of students stayed on beyond age 15, but by 1994 the number staying on beyond 16 was 74 per cent.[5] The reorganisation of local government in 1975, which transferred education to nine mainland and three smaller island authorities, allowed those containing large urban centres, to redistribute resources to poorer areas, making education part of a programme of wider social reform. In the 1980s the curriculum was reformed to take account of the whole range of abilities. In 1955 only 22 per cent of pupils achieved five or more passes in ordinary grade. By 1995 the proportion achieving the equivalent in the standard grade was 55 per cent. Gender differences disappeared as girls' attainment caught up with boys in the early 1980s.[5]
At the beginning of the century Scotland's four Ancient universities had 6,254 students.[7] From 1901 large numbers of students received bursaries from the Carnegie Trust.[7] By 1913 there were 7,776 students in Scottish universities. Of these 1,751 (23 per cent) were women. By the mid-1920s it had risen to a third. It then fell to 25–7 per cent in the 1930s as opportunities in school teaching, virtually the only careers outlet for female graduates in arts and sciences, decreased. No woman was appointed to a Scottish professorship until after 1945.[7] The fall in numbers was most acute among women students, but it was part of a general trend. In the first half of the twentieth century Scottish universities fell behind those in England and Europe in terms of participation and investment. The decline of traditional industries between the wars undermined recruitment to subjects in which Scotland had been traditionally strong, such as science and engineering. English universities increased the numbers of students registered between 1924 and 1927 by 19 per cent, but in Scotland the number of full-time students fell from 10,400 in 1924 to 9,900 in 1937. In the same period, while expenditure in English universities rose by 90 per cent, in Scotland the increase was less than a third of that figure.[8]
Before the First World War relationships between male and female students tended to be very formal, but in the inter-war years there was an increase in social activities, such as dance halls, cinemas, cafes and public houses. From the 1920s much drunken and high spirited activity was diverted into the annual charity gala or rag. Male centred activities included the Students' Union, Rugby Club and Officers' Training Corps. Women had their own unions and athletics clubs. Universities remained largely non-residential, although a few women's halls of residence were created, most not owned by the universities.[7]
After the Robbins Report of 1963 there was a rapid expansion of higher education in Scotland. By the end of the decade the number of Scottish Universities had doubled. Strathclyde and Heriot-Watt were developed from technical colleges in 1964 and 1966, respectively, Stirling was begun as a completely new university on a greenfield site in 1966, and the University of Dundee was demerged from St. Andrews to become a separate institution in 1967. From the 1970s the government preferred to expand higher education in the non-university sector of educational and technical colleges, which were cheaper because they undertook little research. By the late 1980s roughly half of students in higher education were in colleges. In 1992, under the Further and Higher Education Act 1992, the distinction between universities and colleges was removed.[9] This created new universities at Abertay, Glasgow Caledonian, Napier, Paisley and Robert Gordon.[10] Despite the expansion the number of male students experienced a downturn in growth from 1971 to 1990. The growth in female student numbers was much larger and continued until by 1999 and 2000 the numbers of women students exceeded male students for the first time.[11] After devolution, one of the major diversions from practice in England was the abolition of student tuition fees in 1999, instead Scotland retained a system of means-tested student grants.[12]
Notes
1 2 R. Anderson, "The history of Scottish Education pre-1980", in T. G. K. Bryce and W. M. Humes, eds, Scottish Education: Post-Devolution (Edinburgh: Edinburgh University Press, 2nd edn., 2003), ISBN0-7486-1625-X, pp. 219–28.
↑ John P. Wilson, The Routledge Encyclopaedia of UK Education, Training and Employment: From the Earliest Statutes to the Present Day (London: Routledge, 2013), ISBN1317796527, p. 272.
↑ J. Fairley, "The Enterprise and Lifelong Learning Department and the Scottish Parliament", in T. G. K. Bryce and W. M. Humes, eds, Scottish Education: Post-Devolution (Edinburgh: Edinburgh University Press, 2nd edn., 2003), ISBN0-7486-1625-X, pp. 132–40.
1 2 R. Anderson, "The history of Scottish education pre-1980", in T. G. K. Bryce and W. M. Humes, eds, Scottish Education: Post-Devolution (Edinburgh: Edinburgh University Press, 2nd edn., 2003), ISBN0-7486-1625-X, pp. 219–28.
1 2 3 4 5 6 7 8 9 L. Patterson, "Schools and schooling: 3. Mass education 1872–present", in M. Lynch, ed., The Oxford Companion to Scottish History (Oxford: Oxford University Press, 2001), ISBN0-19-211696-7, pp. 566–9.
1 2 3 C. Harvie, No Gods and Precious Few Heroes: Twentieth-Century Scotland (Edinburgh: Edinburgh University Press, 3rd edn., 1998), ISBN0-7486-0999-7, p. 78.
1 2 3 4 R. Anderson, "The history of Scottish Education pre-1980", in T. G. K. Bryce and W. M. Humes, eds, Scottish Education: Post-Devolution (Edinburgh: Edinburgh University Press, 2nd edn., 2003), ISBN0-7486-1625-X, pp. 612–14.
↑ C. Harvie, No Gods and Precious Few Heroes: Twentieth-Century Scotland (Edinburgh: Edinburgh University Press, 3rd edn., 1998), ISBN0-7486-0999-7, pp. 78–9.
↑ L. Paterson, "Universities: 3. post-Robbins", in M. Lynch, ed., The Oxford Companion to Scottish History (Oxford: Oxford University Press, 2001), ISBN0-19-211696-7, pp. 614–5.
↑ R. Shaw, "Institutional and curricular structures in the universities of Scotland" in T. G. K. Bryce and W. M. Humes, eds, Scottish Education: Post-Devolution (Edinburgh: Edinburgh University Press, 2nd edn., 2003), ISBN0-7486-1625-X, pp. 664–5.
↑ D. Cauldwell, "Scottish Higher Education: Character and Provision", in T. G. K. Bryce and W. M. Humes, eds, Scottish Education: Post-Devolution (Edinburgh: Edinburgh University Press, 2nd edn., 2003), ISBN0-7486-1625-X, pp. 62–73.
Education in the United Kingdom is a devolved matter with each of the countries of the United Kingdom having separate systems under separate governments. The UK Government is responsible for England, whilst the Scottish Government, the Welsh Government and the Northern Ireland Executive are responsible for Scotland, Wales and Northern Ireland, respectively.
Education in Scotland is provided in state schools, private schools and by individuals through homeschooling. Mandatory education in Scotland begins for children in Primary 1 (P1) at primary school and ends in Fourth Year (S4) at secondary school. Overall accountability and control of state–education in Scotland rests with the Scottish Government, and is overseen by its executive agency, Education Scotland, with additional responsibility for nursery schools being the joint responsibility of both Education Scotland and the Care Inspectorate. Scotland's private schools are overseen by the Scottish Council of Independent Schools. Children in Scotland sit mandatory National Standardised Assessments in Primary 1 (P1), Primary 4 (P4), Primary 7 (P7) at the end of primary school, and Third Year (S3) in secondary school, which assist in monitoring children's progress and providing diagnostic data information to support teachers' professional judgement.
Scottish national identity is a term referring to the sense of national identity, as embodied in the shared and characteristic culture, languages and traditions, of the Scottish people.
There are fifteen universities in Scotland and three other institutions of higher education that have the authority to award academic degrees.
The history of education in Scotland in its modern sense of organised and institutional learning, began in the Middle Ages, when Church choir schools and grammar schools began educating boys. By the end of the 15th century schools were also being organised for girls and universities were founded at St Andrews, Glasgow and Aberdeen. Education was encouraged by the Education Act 1496, which made it compulsory for the sons of barons and freeholders of substance to attend the grammar schools, which in turn helped increase literacy among the upper classes.
Scotland in the early modern period refers, for the purposes of this article, to Scotland between the death of James IV in 1513 and the end of the Jacobite risings in the mid-eighteenth century. It roughly corresponds to the early modern period in Europe, beginning with the Renaissance and Reformation and ending with the start of the Enlightenment and Industrial Revolution.
Scotland in the modern era, from the end of the Jacobite risings and beginnings of industrialisation in the 18th century to the present day, has played a major part in the economic, military and political history of the United Kingdom, British Empire and Europe, while recurring issues over the status of Scotland, its status and identity have dominated political debate.
The Renaissance in Scotland was a cultural, intellectual and artistic movement in Scotland, from the late fifteenth century to the beginning of the seventeenth century. It is associated with the pan-European Renaissance that is usually regarded as beginning in Italy in the late fourteenth century and reaching northern Europe as a Northern Renaissance in the fifteenth century. It involved an attempt to revive the principles of the classical era, including humanism, a spirit of scholarly enquiry, scepticism, and concepts of balance and proportion. Since the twentieth century, the uniqueness and unity of the Renaissance has been challenged by historians, but significant changes in Scotland can be seen to have taken place in education, intellectual life, literature, art, architecture, music, science and politics.
Women in early modern Scotland, between the Renaissance of the early sixteenth century and the beginnings of industrialisation in the mid-eighteenth century, were part of a patriarchal society, though the enforcement of this social order was not absolute in all aspects. Women retained their family surnames at marriage and did not join their husband's kin groups. In higher social ranks, marriages were often political in nature and the subject of complex negotiations in which women as matchmakers or mothers could play a major part. Women were a major part of the workforce, with many unmarried women acting as farm servants and married women playing a part in all the major agricultural tasks, particularly during harvest. Widows could be found keeping schools, brewing ale and trading, but many at the bottom of society lived a marginal existence.
The family in early modern Scotland includes all aspects of kinship and family life, between the Renaissance and the Reformation of the sixteenth century and the beginnings of industrialisation and the end of the Jacobite risings in the mid-eighteenth century in Scotland.
Education in early modern Scotland includes all forms of education within the modern borders of Scotland, between the end of the Middle Ages in the late fifteenth century and the beginnings of the Enlightenment in the mid-eighteenth century. By the sixteenth century such formal educational institutions as grammar schools, petty schools and sewing schools for girls were established in Scotland, while children of the nobility often studied under private tutors. Scotland had three universities, but the curriculum was limited and Scottish scholars had to go abroad to gain second degrees. These contacts were one of the most important ways in which the new ideas of Humanism were brought into Scottish intellectual life. Humanist concern with education and Latin culminated in the Education Act 1496.
The demographic history of Scotland includes all aspects of population history in what is now Scotland. The earliest surviving archaeological evidence of human settlement is of Mesolithic hunter-gatherer encampments. These suggest a highly mobile boat-using people, probably with a very low density of population. Neolithic farming brought permanent settlements dating from 3500 BC, and greater concentrations of population. Evidence of hillforts and other buildings suggest a growing settled population. Changes in the scale of woodland indicates that the Roman invasions from the first century AD had a negative impact on the native population.
Housing in Scotland includes all forms of built habitation in what is now Scotland, from the earliest period of human occupation to the present day. The oldest house in Scotland dates from the Mesolithic era. In the Neolithic era settled farming led to the construction of the first stone houses. There is also evidence from this period of large timber halls. In the Bronze Age there were cellular round crannogs and hillforts that enclosed large settlements. In the Iron Age cellular houses begin to be replaced on the northern isles by simple Atlantic roundhouses, substantial circular buildings with a drystone construction. The largest constructions that date from this era are the circular brochs and duns and wheelhouses.
Childhood in early modern Scotland includes all aspects of the lives of children, from birth to adulthood, between the early sixteenth century and the mid-eighteenth century. This period corresponds to the early modern period in Europe, beginning with the Renaissance and Reformation and ending with the beginning of industrialisation and the Enlightenment in the mid-eighteenth century.
Scottish education in the nineteenth century concerns all forms of education, including schools, universities and informal instruction, in Scotland in the nineteenth century. By the late seventeenth century there was a largely complete system of parish schools, but it was undermined by the Industrial Revolution and rapid urbanisation. The Church of Scotland, the Free Church of Scotland and the Catholic church embarked on programmes of school building to fill in the gaps in provision, creating a fragmented system. Attempts to supplement the parish system included Sunday schools, mission schools, ragged schools, Bible societies and improvement classes. Scots played a major part in the development of teacher education with figures including William Watson, Thomas Guthrie, Andrew Bell, John Wood and David Stow. Scottish schoolmasters gained a reputation for strictness and frequent use of the tawse. The perceived problems and fragmentation of the Scottish school system led to a process of secularisation, as the state took increasing control. The Education (Scotland) Act 1872 transferred the Kirk and Free Kirk schools to regional School Boards and made some provision for secondary education. In 1890 school fees were abolished, creating a state-funded, national system of compulsory free basic education with common examinations.
The history of universities in Scotland includes the development of all universities and university colleges in Scotland, between their foundation between the fifteenth century and the present day. Until the fifteenth century, those Scots who wished to attend university had to travel to England, or to the Continent. This situation was transformed by the founding of St John's College, St Andrews in 1418 by Henry Wardlaw, bishop of St. Andrews. St Salvator's College was added to St. Andrews in 1450. The other great bishoprics followed, with the University of Glasgow being founded in 1451 and King's College, Aberdeen in 1495. Initially, these institutions were designed for the training of clerics, but they would increasingly be used by laymen. International contacts helped integrate Scotland into a wider European scholarly world and would be one of the most important ways in which the new ideas of humanism were brought into Scottish intellectual life in the sixteenth century.
The history of popular religion in Scotland includes all forms of the formal theology and structures of institutional religion, between the earliest times of human occupation of what is now Scotland and the present day. Very little is known about religion in Scotland before the arrival of Christianity. It is generally presumed to have resembled Celtic polytheism and there is evidence of the worship of spirits and wells. The Christianisation of Scotland was carried out by Irish-Scots missionaries and to a lesser extent those from Rome and England, from the sixth century. Elements of paganism survived into the Christian era. The earliest evidence of religious practice is heavily biased toward monastic life. Priests carried out baptisms, masses and burials, prayed for the dead and offered sermons. The church dictated moral and legal matters and impinged on other elements of everyday life through its rules on fasting, diet, the slaughter of animals and rules on purity and ritual cleansing. One of the main features of Medieval Scotland was the Cult of Saints, with shrines devoted to local and national figures, including St Andrew, and the establishment of pilgrimage routes. Scots also played a major role in the Crusades. Historians have discerned a decline of monastic life in the late medieval period. In contrast, the burghs saw the flourishing of mendicant orders of friars in the later fifteenth century. As the doctrine of Purgatory gained importance the number of chapelries, priests and masses for the dead within parish churches grew rapidly. New "international" cults of devotion connected with Jesus and the Virgin Mary began to reach Scotland in the fifteenth century. Heresy, in the form of Lollardry, began to reach Scotland from England and Bohemia in the early fifteenth century, but did not achieve a significant following.
The history of schools in Scotland includes the development of all schools as institutions and buildings in Scotland, from the early Middle Ages to the present day. From the early Middle Ages there were bardic schools, that trained individuals in the poetic and musical arts. Monasteries served as major repositories of knowledge and education, often running schools. In the High Middle Ages, new sources of education arose including choir and grammar schools designed to train priests. Benedictine and Augustinian foundations probably had charitable almonry schools to educate young boys, who might enter the priesthood. Some abbeys opened their doors to teach the sons of gentlemen. By the end of the Middle Ages, grammar schools could be found in all the main burghs and some small towns. In rural areas there were petty or reading schools that provided an elementary education. Private tuition in the families of lords and wealthy burghers sometimes developed into "household schools". Girls of noble families were taught in nunneries and by the end of the fifteenth century Edinburgh also had schools for girls, sometimes described as "sewing schools". There is documentary evidence for about 100 schools of these different kinds before the Reformation. The growing humanist-inspired emphasis on education cumulated with the passing of the Education Act 1496.
Scottish education in the eighteenth century concerns all forms of education, including schools, universities and informal instruction, in Scotland in the eighteenth century.
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