Work And Education In United Kingdom

LUCRARE DE LICENȚĂ

LUCRARE DE LICENȚĂ

Work and Education in United Kingdom

TABLE OF CONTENTS

Introduction

CHAPTER 1 – General Background

1.1. Organization

1.2. Style

1.3. Recent Developments

1.4. School Life

CHAPTER 2 –Types of Schools and Exams

2.1. The Public Schools

2.2. The Private Schools

2.3. Private Schools versus Public Schools

2.4. Higher Education

2.5. Education after Sixteen

2.6. School Exams

CHAPTER 3 – Schools and Universities

3.1. The Harrow School

3.2. The Eton College

3.3. The Winchester School

3.4. The University of Oxford

3.5. The University of Cambridge

CHAPTER 4 –Further education

4.2. Vocational training

4.3. Career based Training

Conclusions

Annexes

INTRODUCTION

We have chosen to debate the educational system subject. Because the education has grown substantially in the last century there are a lot of things to say about it and how important the education is nowadays.

In the first chapter we put the accent on the evolution of the educational system, how it is organized and what schools and universities do for students to be the best. There are different kind of students and schoolchildren and everyone is good in doing something. The system obligation is to observe the potential of children and help him to develop his aptitudes.

The United Kingdom schools are divided into private and state schools. In the second chapter we show how these two systems work and what the difference between them is. After the graduation of one of these schools, students could opt for a higher education as a University. They choose the university depending on what they most like to do. If they are good in arts they obviously will choose the University of Arts, if they want to do something else the list of universities is large enough. Of course, as a student you must have good results in the school to be accepted in the higher education system and they have to pass some exams during the school time.

There are important schools and universities in the United Kingdom and the most important we ‘have visited’ in the third chapter. We talk about the Harrow School, an independent school for boys, about the Eton College and Winchester College. In each school we describe the way how schoolchildren are dressed, what kind of uniformes they have to wear, what kind of children enter there and what are the school’s aims.

We put a big accent on the Oxbridge, exactly Oxford and Cambridge, the well known universities in the Europe. The dream of European students is to learn here. As foreign students, we have to pass first the Baccalaureate, and then to pass the exams and interviews sustained in the university. We pointed the history of each school, how they were founded and their evolution in the last century.

Education is closely related to work, and in the last chapter we explained what is a full-time job or a part-time job and the opportunities of working during the studies.

CHAPTER 1-EDUCATION IN UNITED KINGDOM

The United Kingdom of Great Britain and Northern Ireland, known as U.K. or Britain, includes the Island of Great Britain, the north-western part of the island of Ireland and many small islands. The capital of U.K. is London , the city where the biggest universities are placed.

Little importance was given to the educational system until the end of 19th century. The education, nowadays, has a big importance in the country and it is one of the most frequent subjects for public dispute.

Schools and universities existed in U.K. even if the government did not give more attention to these. When it finally did, it disbanded the small schools which had been used for the education of children from upper and middle classes families. Their purpose was to prepare the young men for taking high positions in the army, in the civil service, in politics and in business. When all these pupils graduated, they formed a closed group, separate from the rest of the community. It was hard enough to enter in the group if you had another education. After that, in the 19th century, everybody could reach the education, new schools tended to copy the system of public schools which transformed all schools in successful schools. The schools were divided into private/public schools and state schools.

Organization

Through recent changes, it is a characteristic of the British school system that there is comparatively little central control or uniformity. For example, education is managed by three, separate government departments: the Department for Education and Employment which is responsible for Wales and England. Scotland and Northern Ireland have their own department. In fact, education has traditionally been seen as separate from 'training' and the two areas of responsibility have only recently been combined in a single department, within England and Wales. No one of these central authorities exercises much control over the details of what actually happens in the country's educational institutions. All what they do is to ensure the availability of education, to set overall learning objectives up to the end of compulsory education and to dictate and implement overall organization.

Central government does not prescribe a very detailed programme of learning or established what books and materials should be used. It says what schoolchildren should learn, but it only offers occasional advice about how students should learn it. It does not dictate the exact hours of the school day, the exact dates of holidays or the exact age at which a child must start in full-time education. It does not manage an institution's finances, it just decides how much money to give it. It does not itself set or supervise the marking of the exams which older teenagers do. In general, as many details as possible are left up to the individual institution or the Local Education Authority (LEA),which is a branch of government. One of the reasons for this level of independence is that the system has been influenced by the public school tradition that a school is its own community. Most schools develop, to some degree at least, a sense of disparatness. For example, many of them have their own uniforms for pupils. Many, especially those outside the state system, have associations of former pupils. It is considered desirable, even necessary for every school to have its own school hall, big enough for every pupil to feel comfortably , for daily assemblies and other occasional ceremonies that frequently happen there. Universities, even if they are finance by the government have even more autonomy. Each one has complete control over what they must teach, how to teach it, what kind of students they accept in and how to test these students.

1.3. Style

To learn for its own interest, rather than for any particular practical purpose, has traditionally been given a comparatively high value in Britain. In comparison with most other European countries, a relatively strong accent has been put on the quality of person that education produces as opposed to the qualities of abilities that it produces.

In the last part of the 20th century the balance has changed, but much of the public debate about educational policy still focuses not so much on how to help people to develop useful knowledge and skills as on how education might help to bring about a better society, on social justice rather than on efficiency. This approach has had a far-reaching effect on many aspects of the educational system. First of all, it has influenced the general style of teaching, which has tended to give priority to developing understanding rather than obtaining factual knowledge and learning to apply this knowledge to specific tasks. This is why British young people do not appear to have to work as hard as their counterparts in other European countries.

Primary schoolchildren do not have as much formal homework to do and university students have fewer hours of programmed attendance than students on the continent do. (On the other hand, they receive greater personal guidance with their work).As second effect has been an emphasis on academic ability rather than practical ability. This has resulted in high-quality education for the intelligent and academically inclined most frequent at the upper secondary and university levels with comparatively give little attention to it.

The traditional approach, together with the dislike of centralized authority, also helps to explain why the British school system got a national curriculum (a national specification of learning objectives) so much later than other European countries. If your aim is so vague and universal, it is difficult to specify what its elements are. It is for the same reason that British schools and universities give such a high priority to sport. The idea is that it helps to develop the 'complete' person. The importance of school as a 'community' can increase this emphasis. Sporting success enhances the reputation of an institution. Until the last quarter of the twentieth century certain sports at some universities (especially Oxford and Cambridge) and medical schools were played to an international standard. People with poor academic records were sometimes accepted as students because of their sporting prowess. That is a very intelligent way to show students that they are good in doing something, unfortunately in our country this is not possible.

1.3. Recent developments

Some of the many changes that took place in British education in the second half of the twentieth century simply reflected the larger social process of increased egalitarianism. In other cases the changes have been the result of government policy. Before 1965 most children in the country had to take an exam at about the age of eleven, at the end of their primary schooling. If they passed this exam, they went to a grammar school where they were taught academic subjects to prepare them for university, for the professions, for managerial jobs or other highly-skilled jobs; if they failed, they went to a secondary modern school, where the lessons had a more practical and technical prejudice. Many people argued that it was wrong for a person's future life to be decided at so young an age. The children who went to 'secondary moderns' tended to be seen as 'failures' (O’Driscoll, James, 2003:147). More than that, it was noticed that the children who passed this exam , ‘eleven plus’ was called the exam, were almost all from middle- class families. The system seemed to reinforce class distinctions. It was also unfair because the proportion of children who went to a grammar school varied greatly from area to area (from 15% to 40%). During the 1960s these criticisms came to be accepted by a majority of the public. Over the next decade the division into grammar schools and secondary modern schools was changed. These days, most eleven year-olds all go on to the same local school. These schools are known as comprehensive schools. (The decision to make this change was in the hands of LEAs, so it did not happen at the same time all over the country. In fact, there are still one or two places where the old system is still in force.) However, the comprehensive system has also had its critics.

Many people felt that there should be more choice available to parents and disliked the uniformity of education given to teenagers. In addition, there is a wide spread feeling that educational standards fell during the 1980s and that the average eleven-year old in Britain is significantly less literate and less numerate than his or her European counterpart. Starting in the late 1980s, two major changes were introduced by the government. The first of these was the setting up of a national curriculum.

For the first time in British education there is now a set of learning objectives for each year of compulsory school and all state schools are obliged to worhat there should be more choice available to parents and disliked the uniformity of education given to teenagers. In addition, there is a wide spread feeling that educational standards fell during the 1980s and that the average eleven-year old in Britain is significantly less literate and less numerate than his or her European counterpart. Starting in the late 1980s, two major changes were introduced by the government. The first of these was the setting up of a national curriculum.

For the first time in British education there is now a set of learning objectives for each year of compulsory school and all state schools are obliged to work towards these objectives. The national curriculum is being introduced gradually and will not be operating fully in all parts of Britain until the end of the 1990’s. The other major change is that schools can now decide to 'opt out' of the control of the LEA and put themselves directly under the control of the appropriate government department. These 'grant-maintained' schools get their money directly from central government. This does not mean, however, that there is more central control. Provided they fulfill basic requirements, grant-maintained schools do not have to ask anybody else about how to spend their money.

One final point about the persistence of decentralization: there are really three, not one, national curricula. There is one for England and Wales, another for Scotland and another for Northern Ireland. The organization of subjects and the details of the learning objectives vary slightly from one to the other. There is even a difference between England and Wales. Only in the latter is the Welsh language part of the curriculum.

The introduction of the national curriculum is also intended to have an influence on the subject-matter of teaching. At the lower primary level, this means a greater emphasis on what are known as 'the three Rs' (Reading, writing and arithmetic). At higher levels, it means a greater emphasis on science and technology. A consequence of the traditional British approach to education had been the habit of giving a relatively large amount of attention to the arts and humanities which develop the well-rounded human being, and relatively little to science and technology which develop the ability to do specific jobs.

School life

There is no country wide system of nursery (i.e. preprimary) schools. Primary schools have nursery schools attached to them, in some arias, but in others there is no provision of this kind. Many children do not begin full-time attendance at school until they are about five and start primary school. Almost all schools are either primary or secondary only, the latter being generally larger. Nearly all schools work a five-day week, with no half-day, and are closed on Saturdays. The day starts at or just before nine 0 'clock and finishes between three and four, or a bit later for older children. The lunch break usually lasts about an hour-and-a-quarter. Nearly two- thirds of pupils have lunch provided by the school. Parents pay for this, except for the 15% who are rated poor enough for it to be free. Other children either go home for lunch or take sandwiches. Methods of teaching vary, but there is most commonly a balance between formal lessons with the teacher at the front of the classroom, and activities in which children work in small groups round a table with the teacher supervising. In primary schools, the children are mostly taught by a class teacher who teaches all subjects. At the ages of seven and eleven, children have to take national tests in English, mathematics and science. In secondary schools, pupils have different teachers for different subjects and are given regular homework.

The older children get, the more likely they are to be separated into groups according to their abilities, also for particular subjects only, sometimes across all subjects. But in some school all subjects are teach to 'mixed ability' classes. The rights and wrongs of this practice have generated heated debate for several years and there is great variety from school to school and area to area.

CHAPTER 2. TYPES OF SCHOOLS AND EXAMS

Children’s education in United Kingdom is normally divided into two separate stages. They begin at the age of five with the primary education and it lasts when they are eleven. When they finish the primary school, they go to secondary school, where they stay until they reach sixteen, seventeen or eighteen.

The main categories of schools are: State Schools, which are maintained by the local authorities, schools that are free to all children between the ages of five to sixteen. The second type of schools are Private or Public Schools in which the parents pay the children’s education and accommodation during their studies if they are from others arias.

2.1. The public schools

Public means private! This term is sometimes confused, the schools founded by the government are called ‘state schools’. The confusion is made because in the United States of America, the schools organized by the government are called ‘public schools’.

The term ‘public’ refers to the more expensive and exclusive fee paying schools and the pupils who learn in these schools, first, were boys only from the age of thirteen, now, all children are allowed to study in this private schools.

The term ’public’ is also used to indicate the access to everybody in the school, and to indicate that is no restriction on the basis of religion, occupation or home position. Public schools are also called ‘independent schools’. In the U.K. one of the relative small groups of institutions educate secondary level students. They are educated for o fee, not an accessible one, that is why not all the parents send their children to study in these schools and are they are independent of the state system.

The term ‘public school’ appear in the 18th century when the reputation of certain grammar schools extended beyond their immediate environs. They began to take students whose parents financial situations were good enough to afford residential fees and thus became known as public, in contrast to local schools. By the late 20th century the term’ independent school’ was preferred by these institutions.

Some public schools are very old, such as The King Schools that was founded in 597, or St Peter School founded in 627. These schools were part of the church and were under their dominion at the beginning. Only in the late 14th and 15th centuries were founded the schools independent, not under the church domain. The Winchester College and Oswestry School were the first two modern public schools. These schools were established only for male scholars from poor families, however, it shows that English law considered education as a charitable end in itself, regardless of poverty. (see Annexes no 1 and 2).

The facilities provided by the charitable foundations are broaden to further paying pupils. After a period of time these fees will overshadow the charitable income, and in 2009 senior boarding schools were charging fees of between 16.000 pounds and nearly 30.000 pounds for an year.

The typical great public schools such as Eton, Harrow, Winchester, Westminster evolved from an institution founded by a single one, a benefactor during the late Middle Ages or Renaissance. Such charitable foundations, almost invariably for males only, had usually been intended to educate local boys from relatively humble backgrounds. In the 17th century the upper classes took increasing advantage of the tuition afforded by these foundations. Because of pupils who are paying the market rate became more numerous, the schools were increasingly transformed into boarding establishments. For example St. Paul’s or Merchant Taylors’ in London, remained day schools; others took both day boys and boarders. The public schools were seen as preparing students for the ancient universities of Oxford and Cambridge (though not all students proceeded then or proceed now to a university) and for public service.

The curriculum placed heavy emphasis on the Greek and Roman classics from the beginning and continued to do so until well into the 20th century. Organized games, in contrast, were a late development, and, before their introduction, disorderly conduct was intermittently considerable, particularly in the early 19th century. When the demand for men to administer the British Empire led to scores of new foundations during the 19th century, however, the schools tended to adopt the more disciplined, duty-bound, and athletic model established at Rugby by Dr. Thomas Arnold in the 1830s.

At the end of 19th century a number of girls’ public schools were established, as were also denominational or other special-purpose schools, though such Roman Catholic foundations as Ampleforth, Downside, and Stonyhurst had existed for some time already. Institutions insecurely termed public schools also sprang up overseas, mostly in countries under British cultural influence.

The impact of the public schools in Britain was historically enormous. Perhaps in no other post-Renaissance country did a culture directly and concentrated inculcated in so few society exercise such influence nationally and internationally, given the crucial role of the public school in helping Britain build its empire. The nation in question was less an academic one than a class-conscious code of behaviour, speech, and manifestation. The standard is placed for conduct in the life of organizational system in Britain near the beginning 19th century to the middle 20th century.

There are six percent of children attend this type of schools. They are independent of both the state and the local education authority. The founding comes from endowments and, for the most part, the fees they charge only the most important independent secondary schools are called ‘public schools’. Some of them are ancient foundations and were radically reformed in Victorian period, a part of them were set up and others followed in the first half of 20th century.

The heads of most of these schools form the Headmasters’ and Headmistresses’ Conference (hence ‘HMC schools’). The Conference dates from 1869 when Edward Thring, Headmaster of Uppingham, asked sixty to seventy of his fellow headmasters to meet at his house to consider the formation of a "School Society and Annual Conference"(jdhdh) . Fourteen accepted the invitation and twelve were there for the whole of the first meeting and from that date there have been annual meetings. It changed its name from the "Headmasters' Conference" to the "Headmasters' and Headmistresses' Conference" in 1996. 

Membership of the HMC is occasionally considered to be what defines a school . Not all private, independent schools are part in the HMC; particularly, many notable girl’s schools, Wycombe Abbey and Benenden School, are not members, partly because historically the HMC was for boy’s schools only. The big number of coeducational member schools are mostly historically boy’s school or have resulted from a combination between a boy’s school and a girl’s school.

Public schools are free to select their pupils, subject to general legislation in opposition to discrimination. The principal forms of selection are financial, in that the pupil's family must be able to pay the school cost, and academic, with many administering their own entrance exams but there are schools in which you are allowed after an interview, and credit may also be given for musical, sporting or other talent. Admission to some schools is more or less limited to pupils whose parents practice a particular religion, or schools may require all pupils to attend religious services. Nowadays the majority of schools pay little regard to family connections, apart from siblings presently at the school.

It is only a small minority of parents who can afford schools fees , there is an average over 23.000 pounds per annum for boarding pupils and 11.000 for day pupils. The different costs are made, the equipment, the uniform and extracurricular activities.

Eton collage is the most important public school in United Kingdom. Perhaps the most famed public school in the UK is Eton. The collage is located near Windsor. It was founded in 1440 by the English king Henry the Sixth .Lupton's Tower, opposite the main entrance, was built in 1520 by Henry Redman, who was also worked on the palace at Hampton Court.

It is not easy to get a place in Eton College. The admission is based on a test at the age of eleven and a Common Entrance exam at the age of 13. The standards, the academic one are very high. The academic year starts at the end of September and it has three terms. The year finishes with an exams at the beginning of June. Short courses take part at the college after the boys have left for their summer holidays. No girls are allowed at Eton even if many other public schools for boys in the United Kingdom accept some girls in the upper school, after the age of sixteen. Boys leave the school at the age of eighteen, a part of them go on to study at top universities such as Oxford and Cambridge.

The boys still wear a formal school uniform, which consists in a black tailcoat and waistcoat and pin-striped trousers. The top hats have not been worn since 1940. All students at Eton are boarders. Here is another difference between Eton and other schools, there are schools which accept daytime students as well. Boys stay in dormitories in a "house" (run by a "house master"). They have their own little rooms with a bed and a desk.

Rugby and football are the main sports that are played in the winter and spring and also cricket or rowing in the summer. Drama and music are other important activities. There are daily services in the chapels also. Senior boys may take part in military instruction, what is called the ‘Combined Cadet Force’, or opt to do social service in the community.

2.2. The State Schools

State schools, also known outside the United Kingdom as Public schools generally refer to primary or secondary schools mandated for or offered to all students with no charge, funded in total or in part by taxation. The term can also refer to public institutions of post-secondary education.

State-funded schools are schools in England which provide education to pupils between the ages of three and eighteen without fees. Around 93% of English schoolchildren attend this type of schools. These include Academy schools, Community schools, Foundation schools, Voluntary Aided schools and Voluntary Controlled schools. A small number are state boarding schools and three are City Technology Colleges. An important minority are faith schools, which are attached to religious groups, most frequently the Church of England or the Roman Catholic Church.

These schools are founded through national taxation. A number of state-funded secondary schools are specialist schools, getting extra funding to develop one or more subjects in which the school focus. State schools may request for payment for extracurricular activities such as swimming lessons and field trips, provided these fees are voluntary.

In the United Kingdom, nine of ten students are educated in the state schools , which are funded by the government. According to the British Council, some 8.5 million children attend one of the 30,000 schools in England and Wales and in Scotland 830,000 children attend about 5,000 schools; and Northern Ireland sends 350,000 children to 1,300 state schools. Primary schools usually include both girls and boys as pupils. Secondary schools may be either single-sex or co-educational.(ghjk;l)

The term "public school" is often used to refer to fee-paying schools in England and Wales. "Public" is used here in a somewhat archaic logic, meaning that they are open to any person who can meet the fees, distinguished from religious schools which are open only to members of that religion. Some citizens call only the older fee-paying schools, "public schools", schools such as Eton College and Charterhouse School, even as others use the term for any such school.

The educational system in Scotland is different from the other countries in United Kingdom and here the term "public school" in Scottish English and Scots is only used to describe Scottish state funded, even though, in the media favorite is now being given to the term "state funded school" to avoid confusion with the English term. However, the people from Scotland will sometimes use the term "public school" when referring to a private school situated in England. The Scottish term for what is known in the rest of the United Kingdom as a "public school" is "private school" or "independent school". Use of "public school" to indicate state funded schools within Scotland is sometimes confusing for speakers of English from other parts of the United Kingdom. The Scottish use of the term has found favors abroad, mostly in the United States and Canada.

The National Curriculum is followed in all local authority maintained schools in England, Wales and Northern Ireland. In Wales, the state schools including Welsh-medium schools, are controlled by the Welsh Government. Academies, which are state schools, but not maintained by local authorities, have more freedom to get used to the National Curriculum. The secondary-level schools are divided into:

a) Grammar school, which is one of several different types of school in the history of education in the United Kingdom and some other English-speaking countries, originally a school teaching classical languages but more recently an academically oriented secondary school.

The teaching of latin was the original purpose of medieval grammar schools. Over time the curriculum was broadened, initial to include Ancient Greek, and later English and other European languages, mathematics, history, geography, natural sciences and more other subjects. The grammar schools were reorganized, in the late Victorian period, to provide secondary education throughout England and Wales. A different system had developed in Scotland. Grammar schools of these types were also established in British territories abroad, where they have evolved in different ways.

Grammar schools became the selective level of the Tripartite System of state-funded secondary education working in England and Wales from the middle of 1940 to the end of 1960 and ongoing in Northern Ireland. With the move to non-selective comprehensive schools in the 1960s and 1970s, a number of grammar schools became completely independent and charged fees, while a good number of others were abolished or became comprehensive. In both cases, several of these schools kept "grammar school" in their names. Some parts of England retain forms of the Tripartite System, and a few grammar schools survive in otherwise comprehensive areas. A part of the remaining grammar schools can trace their histories to before the 16th century.

b) Secondary schools are a type of secondary school that existed in England, Wales and Northern Ireland, from 1944 until the beginning of 1970s, under the Tripartite System, and was addressed to the majority of pupils who do not achieve scores in the top 25% of the eleven plus examination. They were replaced in most of the UK by the Comprehensive School system and now stay in place mainly in Northern Ireland, where they are frequently referred to simply as Secondary schools, and in some parts of England, such as Buckinghamshire are referred to community schools, as Lincolnshire, Wirral and Kent.

c) Catholic-maintained schools, with an rising number of Integrated schools. There are in addition to a small number of voluntary Irish Language schools.

Throughout education in the United Kingdom, the huge majority of state-funded schools are under the control of local councils (Local Education Authorities in England and Wales, Department of Education in Northern Ireland), and are referred to in official literature as "maintained schools". The exceptions are made by a minority of secondary schools in England funded directly by central government, known as academies and City Technology Colleges.

A part of state schools, known as faith schools, as we were saying before, have formal links with religious groups, and are permitted to promote a particular religious ethos and to use faith criteria in their admissions. Some maintained schools are partially funded by religious or other charitable bodies, these are known as voluntary controlled schools, voluntary aided schools or foundation schools.

2.3. Private Schools versus State Schools

Around 7% of UK students are attending private schools, rising to 18% at sixth form level. So far, almost 45% of successful applicants to the top Oxbridge universities are privately educated. As private schools are a immensely expensive luxury available only to the most affluent, many believe that these statistics are confirmation of an unfair favoritism towards the upper classes of UK society. The Ipsos Mori poll for the Independent Schools Council showed that only 57% of state school parents would choose to switch to the private system if they were able to pay for it.

One of the reasons of choosing a private school is that class sizes tend to be much smaller at private school, with a much better teacher to student ratio. Schoolchildren get much more one-to-one time with teachers and much greater personal attention may be given to a single student’s particular academic needs and weaknesses. There is also often a greater amount of support for specific educational needs such as dyslexia or reading difficulties.

Beside smaller class sizes discipline also improves accordingly. At a state school, the class sizes are much larger and it is often more difficult for teachers to maintain control of a large group of youngsters, instead the private schools, with fewer students in one class, tend to have much better records for discipline. This in turn translates to more quality teaching time and greater time for personal academic attention to be given to individual students.

With top private schools like Eton, Winchester and Harrow topping the academic league tables for A level and GCSE results year after year and sending vast numbers of pupils to Oxbridge, these results show that in the private schools the pupils are better. But there is much debate about the relative merits of this academic elitism, with many parents believing that a gifted and intellectual child will thrive and be successful in any school, whilst a weaker child may benefit from the extra academic attention at a private school.( O’Driscoll, James, 2003:163)

There are the religious parents who choose a private school because it belongs to a particular denomination and their children will always attend services. But whilst most private schools hold regular chapel services, it is now fairly unusual for pupils to attend for religious reasons.

Many private schools offer a great range of sporting, musical and dramatic extra-curricular activities, with trips abroad to practice modern languages and frequent visits to museums and to the theatre. Although the price tag that accompanies these treats is eye-watering, many parents are ready to pay to provide their children with these broadening cultural experiences.

The reason of choosing a state school is that there is a strong general feeling that private schools are elitist, with many denouncing those who attend them as ‘toffs’, a charge often levelled at David Cameron. Those who attend private schools often face accusations of snobbishness and arrogance, and there is a well-documented problem of private school pupils being bullied on their way home as they are recognized by their obligatory school uniforms. Some parents feel that this is too high a price to pay for academic advantage, mostly if it will influence others against their children in future life.

Many modern parents are concerned with the breadth and complexity of their children’s social experiences, and feel it is important for them to mix and comunicate with others from all cultural backgrounds from a young age. They feel strongly that meeting and befriending young people from all cultures, religions and economic backgrounds is necessary to creating a fair, unprejudiced point of view on life.

2.4. Higher education

Higher education, post-secondary education, third level education or tertiary education is an optional final step of formal learning that occurs after secondary education. Frequently delivered at universities, academies, colleges, seminaries, and institutes of technology, higher education is also available through certain college-level institutions, including vocational schools, trade schools, and other profession colleges that award academic degrees or professional certifications.

Students, in general, enter university from age of eighteen onwards, and study for an academic degree. In the past, all scholar education outside the private Regent's University London University of Buckingham and BPP University College was mostly state-financed, with a small contribution from top-up fees, but the fees of up to £9,000 per annum have been charged from October 2012.It is a different hierarchy among universities, with the Russell Group containing most of the country's more important, research-led and research-focused universities. The state does not control university syllabuses, but it does influence admission procedures through the Office for Fair Access (Of FA), which approves and monitors access agreements to defend and promote fair access to higher education. Unlike most degrees, the state still has control over teacher training courses, and uses its Ofstead inspectors to maintain values.

Some universities offer a vocationally based foundation degree, usually two years in length for those students who wish to continue on to a first degree but hope to remain in employment.

In a number of international human rights instruments is mentioned the right of access to higher education. ’The UN International Covenant on Economic, Social and Cultural Rights of 1966 declares, in Article 13, that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education". In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, obliges all signatory parties to guarantee the right to education’.

Higher education is an educational stage that follows a completion of a school providing a secondary education, such as a high school, secondary school, or gymnasium. Tertiary education is usually taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges, universities, and institutes of technology are the most important institutions that provide tertiary education, sometimes known collectively as tertiary institutions. Examples of institutions that offer post-secondary education are vocational schools, community colleges, independent colleges (e.g. institutes of technology), and universities in the United States, the institutes of technical and further education in Australia, pre-university colleges in Quebec, and the IEKs in Greece. They are sometimes known collectively as tertiary institutions. Completion of a tertiary education program of study usually results in the awarding of certificates, diplomas, or academic degrees.

Higher education includes teaching, explore, exacting applied work (e.g. in medical schools and dental schools), and social services activities of universities. Within the realm of teaching, it includes both the undergraduate level, and away from that, graduate-level (or postgraduate level). The last level of education is often referred to as graduate school, especially in North America.

In numerous developed countries, a high proportion of the people (up to 50%), now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as an important industry in its own right and as a source of trained and educated employees for the rest of the economy. College educated workers command a significant salary premium and are much less likely to become unemployed than less educated workers.

In the United Kingdom, there are two types of higher education: higher academic education, and higher vocational education. Higher education in the United States and Canada particularly refers to post-secondary institutions that offer Associate's degrees, Bachelor's degrees, Master's degrees, Education Specialist (Ed.S.) degrees or Doctor of Philosophy (Ph.D.) degrees, or their equivalents, and also higher professional degrees in areas such as veterinary medicine, dentistry, law, medicine, optometry, and pharmacology.

Such institutions can also offer non-degree certificates, which show completion of a set of courses comprising a body of information on a particular subject, but the granting of such certificates is not the primary purpose of the institutions. In the United States or Canada tertiary education is not a term used in reference to post-secondary institutions.

Entrance standards are reading, mathematics, and writing confirmed ability in reading, mathematics, and writing, as typically measured in the United States by the SAT or similar tests such as the ACT, have frequently replaced college’s individual admission exams, and is often required for entrance to higher education. There is some question as to whether advanced mathematical skills or talent are in fact necessary for fields for example art, English, philosophy, or history.

2.5. Education after sixteen

People are free to leave school if they want to, at the age of sixteen. With British new found interest for continuing education and because there are not enough unskilled jobs to go round, far fewer sixteen-year-olds go directly out and look for a job than used to. About a third of them still choose this option, however. Majority do not find jobs immediately and many take part in training schemes (see annex number hrheufi) which involve on-the-job training in combination with part-time college courses.

There has been a great raise in educational opportunities for people at this age or older in the end of the twentieth century. About half of those who stay in full-time education will have to leave their school , either because it does not have a sixth form or because it does not teach the preferred subjects, and go to a Sixth-form College, or College of Further Education. An increasing number of pupil do vocational training courses for particular jobs and careers. Recent governments have been dedicated to increase the availability of this type of course and its reputation.

For those who choose to stay in education and study conventional academic subjects in Wales and England, it is more specialization than there is in most other countries. Normally, a pupil spends an entire two years studying just three subjects, typically related ones, in preparation for passing A-level exams, an exams and qualifications, though this is something else which could change in the future. The Britain's educational institutions are independent and this is most visible in universities. They are free to choose what kind of students to accept on their courses. There is no right of admission to university for any person. Universities normally select students on the basis of A-level results and then, they have to pass an interview. The persons with better exam grades are more likely to be admitted.

A student with top grades in several A-levels is not guaranteed a place and in principle there is nothing to stop a university to accept a student who has no A-levels at all. The accessibility of higher education has increased significantly in the second half of the twentieth century. However, it is not easy to find a place in the university. Universities only choose the better students. Because of this, and also because of the relatively high degree of personal supervision of students which the low ratio of students to staff allows, almost all university students finish their studies and in a very short time too. In England, Wales and Northern Ireland, it is only for modern languages and certain vocational studies that students take more than three years. In Scotland, four years is the norm for the majority of subjects. Another reason for the low failure rate is that 'full-time' really means full-time.

A big proportion of students live 'on campus', or in rooms close to the university, which tends to mean that the student is bounded by a university atmosphere. However, the development of higher education is putting a strain on these characteristics. It is more expansive for the state if there are more students. The government's response has been to eliminate the student grant which, once, covered most of a student's expenses during the thirty-week teaching year. Over that, most students have to pay fees. As a result, there are students who cannot afford to live away from home. It was estimated that 80% of all university students were non-local in 1975. The percent is becoming lower and lower. In addition, more than a third of students nowadays have part-time jobs and it means that they cannot spend so much time on their studies. A further result of increased numbers of students without a matching increase in budgets is that the student/staff ratio has been getting higher. All of these developments menace to reduce the traditionally high quality of British university education. They also threaten to reduce its accessibility to students from poor families.

2.6. School examination

In the United Kingdom there are lots of exams for students to pass to the next level in education, for example:

GCSE = General Certificate of Secondary Education. This exam is taken by most fifteen – sixteen- year-olds in England, Wales and Northern Ireland. Marks are given for each subject individually. The syllabuses and methods of examination of the different examining boards vary. However, there is a standardized system of marks. All being graded from A to G and grades A, B and C are regarded as ‘good' grades.

SCE = Scottish Certificate of Education. This is Scottish equivalent of GCSE. These exams are place by the Scottish Examinations Board. Here, the grades are awarded in numbers and 1 is the best mark.

A Levels = Advanced Levels. Higher-level academic exams set by the same examining boards that set GCSE exams. They are taken frequently by people around the age of eighteen who desire to go on to higher education.

SCE 'Highers' = It is the equivalent of A Level, but it is used in Scotland

GNVQ = General Nation al Vocational Qualification. This exam consists in courses and exams in job-related subjects. They are divided into five levels, the lowest level being equal to GCSEs/ SCEs and the third level to A-level. Most usually GNVQ courses are studied at Colleges of Further Education, but more and more schools are also offering them.

Degree is a qualification from a university. Other qualifications obtained after secondary education are usually called 'certificate' or ‘diploma’. Undergraduates are called students who study for a first degree. When they have been awarded a degree, they are known as graduates. Most students get honors degrees, awarded in different classes, like: Class I known as ‘a first', Class II known as 'an upper second', Class III or 'a third'. A student who is under one of these gets a pass degree.

Bachelor's Degree is the name for a first degree, most usually a BA (= Bachelor of Arts) or BSc (= Bachelor of Science).

Master's Degree: The general name for a second postgraduate degree, most common an MA or MSe. At the universities in Scotland, however, these titles are used for first degrees.( see annex no

Doctorate is the highest academic qualification. This usually carries the title PhD (Doctor of Philosophy). The time taken to finish a doctorate varies, but it is generally expected to involve three years of more-or-less full-time study.

Since the nineteenth century, school examinations with syllabuses by outside bodies and tests papers, set and marked by examiners unconnected with the candidates or their schools, have served a number of functions. They have offered parliament some guarantee that education funding has been well spent and they have reinforced efforts in the first time in the civil service and later more generally to replace appointment by patronage and favoritism by selection based on merit and qualifications and they have helped raise standards by bringing into all schools the practice of the best and stimulating employees and pupils to greater efforts. Although criticisms that school examinations are educational strait-jackets become visible exaggerated, difficulties have arisen both from frequent, underfunded change and also from a constant tendency to assume that the prime reason of examinations is discovering who is on the top when the emphasis ought to be on assessing candidate’s abilities and attainments with the object of determining the most suitable form of education for them at the next step and later giving career advice. In the same way, the records of results achieved by schools published yearly by the Department for Education and Employment (DEE) are often taken as ‘school league tables’ for determining which institutions are ‘best’ when it is more helpful to use them diagnostically, so that individual schools can regularly appraise their performance by contrast with others with, for example, a similar intake of pupils. Reservations about school standards have led the DEE to introduce a National Curriculum and examinations in such core subjects as English and mathematics, and in a variety of options for all state school students at three ‘Key Stages’ at the ages of 7, 11 and 14. At ‘Key Stage 4’, when pupil are sixteen, candidates sit GCSE or a variety of vocational examinations, for example Foundation or Intermediate General National Vocational Qualifications (GNVQs). Advanced Level (A Level) examinations are taken two years later. for university admission, candidates usually need good A Level marks in three subjects (though some offer one or two Advanced Subsidiary (AS) passes either in lieu of one A Level or in addition). The International Baccalaureate, demanding ability in a range of subjects, is as well a qualification for university entrance. Advanced GNVQs matches to two A Levels. Scotland has a somewhat different range of examinations serving similar aims.

The organization of the exams which schoolchildren take from the age of about fifteen beyond exemplifies both the lack of uniformity in British education and also the traditional 'hands-off" approach of British governments. These exams are not set by the government, first, but somewhat by independent examining boards. There are quite a few of these. Everywhere, except Scotland, which has its own Single board again, every school or LEA decides which board's exams its pupils take. Some schools even enter their students for the exams of more than one board.

Next, the boards publish a separate syllabus for each subject. There is no unite school-leaving exam or school-leaving certificate. Some boards recommend a vast range of subjects. In practice, almost all pupils do exams in English language, in maths and a science subject, and the majority also do an exam in technology and one in a foreign language, usually French. Many students take exams in three or more additional subjects.

Third, the exams have nothing to do with school years as such they are separated from the school system. A sixty-five year-old doing a few of them for fun, there is nothing to stop him. In practice, certainly, the vast majority of people who do these exams are school pupils, but formally it is individual people who enter for these exams, not pupils in a particular year of school. An example of the independence of the examining boards is the choice of one of them in 1992 to include certain popular television programmed on their English literature syllabus. This was in opposition to the spirit of the government's education policy at that time. The idea of 100,000 schoolchildren setting down to watch the Australian soap opera Neighbors as part of their homework the government does not agree with this, but there was nothing they could do to stop it.

CHAPTER 3. SCHOOLS AND UNIVERSITIES IN THE U.K.

There are a lot of important schools and universities in the United Kingdom. Most of them are well known around the world. These institutions are made in order to educate pupils. Even if they are private or not they all have the same aims. Most parents approach to find the very best school for their child. It depends on the family’s opportunities and theirs financial status.

For many years, London schools and mostly its secondary schools have had an undesirable reputation. In the 1980s and 1990s it was normal for parents in London to send their children to state primary schools, which were generally perceived as good schools, but then to opt for private schools if they have the opportunity to pay for it, or to move out to the border or further if they could not, one time their children approached secondary school age. There were undoubtedly severe problems in many London secondary schools, but even 30 years ago, London's schools were in fact pretty effective and its secondary schools were actually more successful than its primary schools in terms of academic progress made by students.

This comes as a shock to many people so much so that some people honestly refuse to believe it because they suppose that schools that get good results must be good schools. But, data from the Organization for Economic Cooperation and Development (OECD) shows that one cannot critic the quality of a school by its results in any OECD country. In the majority of the countries, the school attends accounts for less than 10 percents of the variation in the results he or she gets. The remaining differences in results are caused by differences in the students, their backgrounds, and several other factors over which the school has no control of. Actually, the same OECD data shows that the average achievement in private schools in the United Kingdom is the same as it is in state schools, once social class is taken into account, even though the standard class size is 13 in the private sector and 25 in the state sector.

The same happen to secondary schools, when they are compared in terms of how much students learn or how big the class is, it is found that schools in London have been somewhat good for a significant time. Ten years ago, only one secondary school in six across the country was as good as the regular secondary school in Tower Hamlets in terms of the evolution made by students.

Something even more unexpected has happened in the last three years. London schools have been outperforming schools in the rest of the country not just in terms of the progress made by students, but also in GCSE grades. London became the only rich world capital city in which student achievement was higher than the national average, and London schools outperformed those in all the other English regions.

As the Chinese say, "Success has a thousand fathers", and a number of people have queued up to claim that their pet initiative was the cause of this extraordinary achievement. Some have claimed that the improvement is due to the conversion of secondary schools into academies, but the truth is that the GCSE grades of academies have been no better than equally low-performing schools that were not converted into academies. Others have claimed that schemes to increase the quality of entrants into teaching such as "Teach First" are the reason, but there is no evidence that Teach First teachers are any better (or any worse) than those trained through traditional university-based teacher training programmes. Moreover, since Teach First teachers made up less than 5% of the teaching force in London schools during this period, even if they were as good as the very best teachers their impact could not have produced the improvements seen in London.

The truth is much more prosaic. London's success has been the result of focusing on the boring, unspectacular task of helping teachers improve their practice. London Challenge supported London's schools but also, through the "Families of schools" reports asked tough questions about why similar students in different schools got very different results.

It is known that the quality of teachers is the single most important determinant of how much students learn. This has led some to obsess about replacing existing teachers with better ones, either by sacking the least effective, or improving the quality of new entrants to the profession. The lesson from London's success is that by themselves such measures are the policy equivalent of rearranging the deckchairs on the Titanic. Improvements in student achievement will come from investing in the teachers already in our schools, and helping them do an even better job.

There are a lot of very good schools and universities in the United Kingdom, such as: Harrow School, Eton School, Charterhouse School , Winchester School and Westminster School. The most famous universities are Oxbrige, more exactly University of Oxford and University of Cambridge.

Harrow School

Harrow School is an English independent school for boys only situated in the town of Harrow, in north-west London. The school was founded by John Lyon under a Royal Charter of Elizabeth I in 1572. Harrow is one of the original nine public schools that were regulated by the Public Schools Act in 1868.

The School grew progressively throughout Imperial times and after Lyon’s death all schools participate to an event called Long Ducker every November. The first subject learned in school was Latin and the only sport which was practiced was archery. The two subjects were compulsory.

Students were living in border houses which were constructed in Victorian Times, when the number of boys increased radically. In the 20th century the small houses were demolished and a central dinning hall replaced them. Nowadays, there are 800 boys boarding at Harrow.

Since the late 2000s, the Harrow School was introduced to the international community by opening additional schools in Beijing, China, Bangkok, Thailand and Hong Kong.

Boys at Harrow wear two uniforms, one of them consists of a white shirt, black silk tie, light grey trousers, black shoes, a dark blue woolen uniform jacket, the harrow hat, called ‘a boater’, made of varnished straw with a navy band. The other one, the Sunday dress, worn every Sunday or for formal engagements, it consists of a black tailcoat, dark grey trousers, a black waistcoat, white shirt and black tie.

The Head of School, during the Cantio Latina, is wearing a full white tie.

Every new boy who enters the School is given a two-week period of time called "grace" when he is not fully subject to all school rules and is shown the ropes by an assigned boy in the year above called a "Shepherd". When this period of time ends the boy sits the "new boys' test which tests general knowledge of the School's traditions. Sometime later all new boys also sing a solo in front of their House at a House Songs, officially ending their time as a new boy.

All boys are required to wear their hats when going to or from lessons and to "cap" all teachers who pass them on the High Street, which is done by the boy raising his forefinger to the brim of his hat. Those who do not follow these rules are punished.

At Harrow School public examinations are important. Achieving good grades increases a boy’s options in life, most immediately with regard to university entrance, so we do our utmost to help Harrovians perform to their potential. But that’s not the whole story. 

At Harrow, those achievements provide just one dimension of academic life. Scholarship, like examination syllabuses, is limitless. This is a school where learning for its own sake motivates students, Beaks and boys. It balance the rigor of carefully crafted examination preparation with the development of research skills and the ability to debate, communicate confidently, solve problems and think both critically and creatively. This is done because these skills have inherent, permanent value. It is no coincidence, also, that universities are always on the lookout for candidates who know how to learn and who wish to be further stretched and challenged.

The coherent and broad curriculum ensures that all boys perform well in their GCSEs and A-level public examinations, therefore increasing their academic and career opportunities. The challenging super-curriculum offers a range of scholarly activities that complement and bolster the traditional syllabus. This includes the unique Electives programme, a range of broad-based, university-style classes that go outer and beyond A-level study, and the roster of societies and lectures that take advantage of the full-boarding schedule and close proximity to London. 

The academic curriculum for the beginning year, which is called the Shell, is a foundation course in which boys have an option of languages. In the Remove and Fifth Form, boys study ten subjects to GCSE, including the core subjects of English, Mathematics, Sciences and a Modern Foreign Language. All boys are expected to take as a minimum of four subjects to AS-level and three or four to A-level, specializing in subjects that will prepare them for their desired university course. Alongside the Electives programme, it offer Sixth Formers Critical Thinking and an Extended Project Qualification. 

The school attracts some of the very best teachers in the profession, all of them who love their subject and pass this on to the boys. Relatively small division sizes enable Beaks to focus on individuals to greater effect in the Lower School a boy might expect to find himself in a group of about 15, in the Upper School, A-level divisions rarely surpass ten and are frequently much smaller. 

The boys are tested on arrival at Harrow to assess their abilities and learning needs. The school has a team of professionals in the Learning Support Department, including EAL specialists, and they ensure that they meet the learning needs of each individual boy. In addition to his House Master and academic Beaks, each boy also has a Tutor that helps to lead him. Parents meetings are held for every year group every year, and it writes reports at half term and the end of each term. 

3.2 Eton College

Eton was founded in 1440 by King Henry VI as ‘The King's College of Our Lady of Eton besides Windsor’ to offer free education to 70 poor boys who would then go on to King's College, Cambridge, which he founded in 1441.

When Henry founded the school, he settled it a large number of endowments, but when he was deposed by Edward IV in 1461, the new king removed most of its property and treasures to St George's Chapel, Windsor, on the other side of the River Thames.   Construction of the chapel, initially planned to be slightly over twice its current length was stopped quickly, but by this time the chapel in its current form and the lower stories of the current covered passage, including College Hall, had been completed. With reduced finances, little further building took place until around 1517 when Provost Richard Lupton built the tower which now bears his name together with the variety of buildings which now includes Election Hall and Election Chamber.

The earliest records of school life date from the 16th century and paint a picture of a strictly controlled and Spartan life. Scholars were awakened at 5 am, chanted prayers at the same time as they dressed, and were at work in Lower School by 6am. All teaching was in Latin and lessons were supervised by praepostors, senior boys selected by the headmaster. There was a single hour of play, though even at that time football appears to have been popular, for a sentence set for Latin translation in 1519 was “We will play with a bag full of wynde”. Lessons finished at 8pm and there were only two holidays, each of three weeks duration at Christmas when the scholars remained at Eton and the summer Holiday. These holidays divided the school year into two “halves” a word which has survived despite the change to a three-term year in the 18th century.

From the first days of the school, the education received by the scholars was shared by others who did not lodge in College, but who lived in the town with a landlady. By the early 18th century the number of such “Oppidans” (from the Latin “oppidum” meaning “town”) had grown-up to the extent that more formal planning were needed, and the first of the “Dame’s Houses”, Jourdelay’s, was built in 1722. By 1766 there were thirteen houses, and increasingly the responsibility for running them fell to masters as much as to the dame.

The school continued to grow and flourished particularly under the long reign of George III (1760-1820). George spent much of his time at Windsor, frequently visiting the school and entertaining boys at Windsor Castle. The school in turn made George’s birthday, the Fourth of June, into a holiday. Though these celebrations now never fall on that day, Eton’s “Fourth of June”, marked by “speeches”, cricket, a procession of boats, and picnics on “Agar’s Plough” remains an important occasion in the school year.

By the middle of the 19th century reform was long overdue; the Clarendon Commission of 1861 investigated conditions in the major boarding schools of the day and led to significant changes including improved accommodation, a wider curriculum and better-qualified staff. Numbers continued to grow, and by 1891 there were over 1000 boys in the school, a figure which grew pretty steadily until the 1970s, by which time the school had reached its present size of around 1300 boys.

The new millennium saw the introduction of a more meritocratic entry system, with boys no longer being entered on house lists at birth from 2002, all boys had to win their places through the current procedure of an interview, reasoning test and reference from their previous school.

In the 21st century, emphasis continues to be on widening access, with boys joining us from more and more schools and growing numbers receiving substantial fee remissions. During the academic year 2012/13 20% of boys received some help with fees, and 50 boys paid no fees. Our current target is to increase this over time to 25% who do not pay the full fee and, in line with the Founder’s original wishes, 70 paying no fees at all.

The School is known for its traditions, including a uniform of black tailcoat and waistcoat, false-collar and pinstriped trousers. Most students wear a white tie that is effectively a strip of cloth folded over into a starched, detachable collar, but some senior boys are entitled to wear a white bow tie and winged collar ("Stick-Ups"). There are some variations in the school dress worn by boys in authority, see School Prefects and King's Scholars sections.

The long-standing claim that the present uniform was first worn as mourning for the death of George III (Nevill, p.33) is unfounded. "Eton dress" has undergone significant changes since its standardisation in the 19th century. Originally (along with a top-hat and walking-cane), Etonian dress was reserved for formal occasions, but boys wear it today for classes, which are referred to as "divisions", or "divs". As stated above, King's Scholars wear a black gown over the top of their tailcoats, and occasionally a surplice in Chapel. Members of the teaching staff (known as Beaks) are required to wear a form of school dress when teaching.

From 1820 until 1967, boys under the height of 5'4" were required to wear the 'Eton suit', which replaced the tailcoat with the cropped 'Eton jacket' (known colloquially as a "bum-freezer") and included an 'Eton collar', a large, stiff-starched, white collar. The Eton suit was copied by other schools and has remained in use in some, particularly choir schools.

Most of Eton’s 1300 students enter the school at age 13. An old system under which boys could be registered at birth with a future house master was abolished some years ago, and virtually all candidates now go through a pre-assessment at age 11 (during year 6 in UK educational terms). The assessment consists of an interview, a reasoning test and a report from the boy’s current school. Those offered conditional places must then pass the qualifying examination (Common Entrance) at age 13 to secure their place, or do at least reasonably well in the more challenging King’s Scholarship examination.

The collage offesr conditional places to about one third of the candidates at age 11. Others are placed on a waiting list to replace any who may withdraw later.

In order to take the assessment, boys must be registered by the age of 10 years 6 months at the latest. This is a firm deadline. Introductory tours can be arranged through the Admissions Office. This is best done when a boy is aged 10.

Boys are placed in houses by mutual agreement between families and house masters, after a series of meetings following the award of a conditional place. A contract is then signed with the school, and an entry fee (currently £1600) is paid to secure the place. £1100 of that deposit is returned when the boy leaves the school at age 18 with all fees settled. Both the registration fee and the entrance fee may be waived in case of parental need.

A small number of boys who have not secured conditional places may enter at age 13 by winning a King’s Scholarship or Music Scholarship. Both scholarships are highly competitive.

Entry at age 16 : we have a Sixth Form Scholarship scheme for boys at UK schools, and in some years we can also take a small number of fee-paying Sixth Form Entrants.

The entry system is managed by the tutor for admissions on the Head Master’s behalf. The Head Master reserves the right to refuse to admit any boy.

It is essential that the Admissions Office is kept up to date with any change of address, guardianship or preparatory school. Eton cannot accept responsibility for correspondence which goes astray.

Winchester School

William of Wykeham, Bishop of Winchester and Chancellor (or, as we would now say, Prime Minister) of England, was a self-made man born at Wickham, Hampshire, in about 1323. By his personal talents, by a patron’s gift of an education, and above all by a certain natural toughness, he worked his way to the top of the executive class of his day and amassed a considerable fortune.  

In an age when literacy, learning and government were the province of the Church, Wykeham wished to see the central government served by a well educated clergy. Placed as he was at the top of the tree, enjoying contacts with the throne and the Holy See, he was ideally situated to see to the meeting of this need. And his personal revenues lay ready to hand.

In 1382 he obtained his charter to found Winchester; the buildings were begun in 1387, and occupied, though incomplete, in March 1394. Meanwhile by 1386 his other and senior foundation at Oxford (New College, or Saint Marie College of Winchester in Oxford) had begun operations.

Thus by the end of the fourteenth century Wykeham’s great scheme for the supply of educated men dedicated to God and the public service, was realised and in working order. His seventy scholars at Winchester were to go on to New College, and thence out into the world, ready and equipped to serve.

From that day to this Wykeham’s seventy Scholars have lived in College. The original community was self-contained in the mediaeval manner. It numbered 115 persons, governed by the Warden and ten Fellows, with two schoolmasters and three chaplains. Sixteen quiristers (choristers) and three lay clerks completed the foundation proper, but Wykeham also allowed the education he provided to be shared at their own expense by ten others, the sons of gentry and particular friends of the College. These were the forerunners, if not the germinal idea, of the present Commoners.

When Henry VI founded Eton College, he took Winchester as his model, visited it on many occasions, borrowed its Statutes and removed its Headmaster and some of the Scholars to start his new school but apart from that interruption Winchester carried out its Founder’s intentions with great distinction until the Reformation.

Reformation brought with it a break-up of medieval institutions and a profound doubt of perpetual semi-monastic societies. Winchester and Eton were fortunate to survive at all. Their connections with their sister colleges at Oxford and Cambridge saved them; but a very diverse Winchester emerged, with her revenues becoming the perquisites of absentee Fellows who found their enjoyment of them slightly inconvenienced by the responsibility to educate the young.

Despite the abuses, education did continue. Scholars and Commoners were still taught together in Seventh Chamber, the ancient schoolroom, until the numbers made it too small. In 1683, largely by the personal munificence of Warden Nicholas, the brick School was built and it is from this time that we find an increasing interest focused upon the Commoners and a rise in the importance of the Headmaster. At the instigation of the Clarendon Commission of 1868 the Fellows ceased to be resident. The Warden ceased to be resident in 1904, but his importance as titular Head of the Foundation and Chairman of the Governing Body has never diminished.  

In 1740 Dr Burton, the then Headmaster (or Head Master as he is often referred to) bought up the leases, and later the freehold, of the old Sustern Spital (a women’s hospital) which was situated on the site of the (present) Headmaster’s offices, and altered it to provide boarding accommodation for Commoners. By 1784 it was established that the Headmaster should move out of College and preside over the fee-paying Commoners, and that the Second Master should reside in College in charge of the Scholars. It is a point to mention that Scholars were more likely to be such for reasons of influence rather than ability.

In 1855 the seventy Scholarships were thrown open to intellectual competition and in 1862 three separate boarding houses, each under the supervision of a housemaster, were in existence but it was under the Headmastership of Dr Ridding (1867) that major changes were made. He added six new boarding houses (another was added in 1905), converted pre-existing buildings into useable classrooms, increased the teaching staff, and by reclaiming the marshy bog south of Meads, presented the School with its main playing fields. It is to be noted that much of this work was done at his own expense.

The Scholars live in the original buildings, known as College; an individual scholar is known as a "Collegeman". College is not usually referred to as a house, except for the purposes of categorisation: hence the terms 'housemaster of College' and 'College house' are not generally used. The housemaster of College is now known as the 'Master in College', though these duties formerly belonged to the Second Master. Within the school, 'College' refers only to the body of scholars (and their buildings); 'Winchester College' and 'the college' refer to the school as a whole.

Every pupil at Winchester, apart from the Scholars, lives in a boarding house, chosen or allocated when applying to Winchester. It is here that he studies, eats and sleeps. Each house is presided over by a housemaster (who takes on the role in addition to teaching duties) and a number of house tutors (usually five or six – Mon to Fri). Houses compete in school competitions, mostly in sporting competitions. Each house has an official name, usually based on the family name of the first housemaster, which is used mainly as a postal address. Each house also has an informal name, which is more frequently used in speech, usually based on the name or nickname of an early housemaster. Each house also has a letter assigned to it, in the order of their founding, to act as an abbreviation, especially on laundry tags. A member of a house is described by the informal name of the house with "-ite" suffixed, as "a Furleyite", "a Toyeite", "a Cookite" and so on. The houses have been ordered by their year of founding. College does not have an informal name, although the abbreviation Coll is sometimes used, especially on written work. It also has a letter assigned to it, X, but it is considered bad form to use this except as a laundry mark or in lists of sporting fixtures.

Each house also had a set of house colours, which adorned the ribbon worn around boys' "strats" (straw hats). The wearing of strats was abolished for Commoners in around 1984 – Collegemen had ceased to wear them years earlier. They can however still occasionally be seen being sported on Winchester Day. House colours are now used on socks and "pussies", scarves awarded for exceptional contribution to the house or society.

Winchester has its own entrance examination, and does not use Common Entrance like other major public schools. Those wishing to enter a Commoner house make their arrangements with the relevant housemaster some two years before sitting the exam, usually sitting a test set by the housemaster and an interview. Those applying to College do not take the normal entrance examination but instead sit a separate, harder, exam called "Election": successful candidates may obtain, according to their performance, a scholarship, an exhibition or a Headmaster's nomination to join a Commoner House (without remission of fees).

Admission to College is on academic merit, as measured in the Election examination, regardless of financial means, though the original statutes specified that the foundation existed for poor scholars and required entrants to take an oath that their net income did not exceed a figure chosen as the average income for the time. Scholars enjoyed a remission of fees, amounting for much of the 20th century to two-thirds of the total. This remission has since been progressively reduced, and is due to be abolished altogether. The intention is to maintain the academic and institutional distinction between Scholars and Commoners, while using the money saved in bursaries for those pupils least able to pay, Scholars and Commoners alike.

3.4. University of Oxford

As the oldest university in the English-speaking world, Oxford is a unique and historic institution. There is no clear date of foundation, but teaching existed at Oxford in some form in 1096 and developed rapidly from 1167, when Henry II banned English students from attending the University of Paris.

In 1188, the historian, Gerald of Wales, gave a public reading to the assembled Oxford dons and in around 1190 the arrival of Emo of Friesland, the first known overseas student, set in motion the University's tradition of international scholarly links. By 1201, the University was headed by a magister scolarum Oxonie, on whom the title of Chancellor was conferred in 1214, and in 1231 the masters were recognised as a universitas or corporation.

In the 13th century, rioting between town and gown (townspeople and students) hastened the establishment of primitive halls of residence. These were succeeded by the first of Oxford's colleges, which began as medieval 'halls of residence' or endowed houses under the supervision of a Master. University, Balliol and Merton Colleges, which were established between 1249 and 1264, are the oldest.

Less than a century later, Oxford had achieved eminence above every other seat of learning, and won the praises of popes, kings and sages by virtue of its antiquity, curriculum, doctrine and privileges. In 1355, Edward III paid tribute to the University for its invaluable contribution to learning; he also commented on the services rendered to the state by distinguished Oxford graduates.

Henry VIII forced the University to accept his divorce from Catherine of Aragon, and during the Reformation in the 16th century, the Anglican churchmen Cranmer, Latimer and Ridley were tried for heresy From its early days, Oxford was a centre for lively controversy, with scholars involved in religious and political disputes. John Wyclif, a 14th-century Master of Balliol, campaigned for a Bible in the vernacular, against the wishes of the papacy. In 15and burnt at the stake in Oxford.

The University was Royalist in the Civil War, and Charles I held a counter-Parliament in Convocation House. In the late 17th century, the Oxford philosopher John Locke, suspected of treason, was forced to flee the country.

The 18th century, when Oxford was said to have forsaken port for politics, was also an era of scientific discovery and religious revival. Edmund Halley, Professor of Geometry, predicted the return of the comet that bears his name; John and Charles Wesley's prayer meetings laid the foundations of the Methodist Society.

The University assumed a leading role in the Victorian era, especially in religious controversy. From 1833 onwards The Oxford Movement sought to revitalise the Catholic aspects of the Anglican Church. One of its leaders, John Henry Newman, became a Roman Catholic in 1845 and was later made a Cardinal. In 1860 the new University Museum was the scene of a famous debate between Thomas Huxley, champion of evolution, and Bishop Wilberforce.

From 1878, academic halls were established for women and they were admitted to full membership of the University in 1920. Five all-male colleges first admitted women in 1974 and, since then, all colleges have changed their statutes to admit both women and men. St Hilda's College, which was originally for women only, was the last of Oxford's single sex colleges. It has admitted both men and women since 2008.

During the 20th and early 21st centuries, Oxford added to its humanistic core a major new research capacity in the natural and applied sciences, including medicine. In so doing, it has enhanced and strengthened its traditional role as an international focus for learning and a forum for intellectual debate.

In common with most British universities, prospective students apply through the UCAS application system; but, prospective applicants for the University of Oxford, along with those for medicine, dentistry, and University of Cambridge applicants, must observe an earlier deadline of 15 October.

To allow a more personalised judgement of students, who might otherwise apply for both, undergraduate applicants are not permitted to apply to both Oxford and Cambridge in the same year. The only exceptions are applicants for Organ Scholarships and those applying to read for a second undergraduate degree.

Most applicants choose to apply to one of the individual colleges, which work with each other to ensure that the best students gain a place somewhere at the University regardless of their college preferences. Short listing is based on achieved and predicted exam results; school references; and, in some subjects, written admission tests or candidate-submitted written work. Approximately 60% of applicants are shortlisted, although this varies by subject. If a large number of shortlisted applicants for a subject choose one college, then students who named that college may be reallocated randomly to under-subscribed colleges for the subject. The colleges then invite shortlisted candidates for interview, where they are provided with food and accommodation for around three days in December. Most applicants will be individually interviewed by academics at more than one college. Students from outside Europe can be interviewed remotely, for example, over the Internet.

Offers are sent out shortly before Christmas (exceptionally, in early January for the 2012-13 admissions round), with an offer usually being from a specific college. One in four successful candidates receive offers from a college that they did not apply to. Some courses may make "open offers" to some candidates, who are not assigned to a particular college until A Level results day in August.

3.5.University of Cambridge

The colleges at the University of Cambridge were originally an incidental feature of the system. No college is as old as the university itself. The colleges were endowed fellowships of scholars. There were also institutions without endowments, called hostels. The hostels were gradually absorbed by the colleges over the centuries, but they have left some indicators of their time, such as the name of Garret Hostel Lane.

Hugh Balsham, Bishop of Ely, founded Peterhouse, Cambridge's first college, in 1284. Many colleges were founded during the fourteenth and fifteenth centuries, but colleges continued to be established throughout the centuries to modern times, although there was a gap of 204 years between the founding of Sidney Sussex in 1596 and Downing in 1800. The most recently established college is Robinson, built in the late 1970s. However, Homerton College only achieved full university college status in March 2010, making it the newest full college (it was previously an "Approved Society" affiliated with the university).

In medieval times, many colleges were founded so that their members would pray for the souls of the founders, and were often associated with chapels or abbeys. A change in the colleges' focus occurred in 1536 with the Dissolution of the Monasteries. King Henry VIII ordered the university to disband its Faculty of Canon Law and to stop teaching "scholastic philosophy". In response, colleges changed their curricula away from canon law, and towards the classics, the Bible, and mathematics.

As Cambridge moved away from Canon Law, it also moved away from Catholicism. As early as the 1520s, Lutheranism and what was to become more broadly known as the Protestant Reformation were making their presence felt in the intellectual discourse of the university. Among those involved was Thomas Cranmer, later to become Archbishop of Canterbury. As it became convenient to Henry VIII in the 1530s, the King looked to Cranmer and others (within and without Cambridge) to craft a new path that was different from Catholicism yet also different from what Martin Luther had in mind.

Nearly a century later, the university was at the centre of a Protestant schism. Many nobles, intellectuals and even common folk saw the ways of the Church of England as being too similar to the Catholic Church and that it was used by the crown to usurp the rightful powers of the counties. East Anglia was the centre of what became the Puritan movement and at Cambridge, it was particularly strong at Emmanuel, St Catharine's Hall, Sidney Sussex and Christ's College. They produced many "non-conformist" graduates who greatly influenced, by social position or pulpit, the approximately 20,000 Puritans who left for New England and especially the Massachusetts Bay Colony during the Great Migration decade of the 1630s. Oliver Cromwell, Parliamentary commander during the English Civil War and head of the English Commonwealth (1649–1660), attended Sidney Sussex.

Initially, only male students were enrolled into the university. The first colleges for women were Girton College (founded by Emily Davies) in 1869 and Newnham College in 1872 (founded by Anne Clough and Henry Sidgwick), followed by Hughes Hall in 1885 (founded by Elizabeth Phillips Hughes as the Cambridge Teaching College for Women), New Hall (later renamed Murray Edwards College) in 1954, and Lucy Cavendish College in 1965. The first women students were examined in 1882 but attempts to make women full members of the university did not succeed until 1948. Women were allowed to study courses, sit examinations, and have their results recorded from 1881; for a brief period after the turn of the twentieth century, this allowed the "steamboat ladies" to receive ad eundem degrees from the University of Dublin.

From 1921 women were awarded diplomas which "conferred the Title of the Degree of Bachelor of Arts". As they were not "admitted to the Degree of Bachelor of Arts" they were excluded from the governing of the university. Since students must belong to a college, and since established colleges remained closed to women, women found admissions restricted to colleges established only for women. Starting with Churchill, Clare and King's Colleges, all of the men's colleges began to admit women between 1972 and 1988. One women's college, Girton, also began to admit male students from 1979, but the other women's colleges did not follow suit. As a result of St Hilda's College, Oxford, ending its ban on male students in 2008, Cambridge is now the only remaining United Kingdom University with colleges which refuse to admit males, with three such institutions (Newnham, Murray Edwards and Lucy Cavendish).[In the academic year 2004–5, the university's student sex ratio, including post-graduates, was male 52%: female 48%.

Undergraduate applications to Cambridge must be made through UCAS in time for the early deadline, currently mid-October in the year before starting. Until the 1980s candidates for all subjects were required to sit special entrance examinations, since replaced by additional tests for some subjects, such as the Thinking Skills Assessment and the Cambridge Law Test. The University is considering reintroducing an admissions exam for all subjects with effect from 2016.

Most applicants who are called for interview will have been predicted at least three A-grade A-level qualifications relevant to their chosen undergraduate course, or the equivalent in other qualifications, such as getting at least 7,7,6 for higher-level subjects at IB. The A* A-level grade (introduced in 2010) now plays a part in the acceptance of applications, with the university's standard offer for all courses being set at A*AA. Due to a very high proportion of applicants receiving the highest school grades, the interview process is crucial for distinguishing between the most able candidates. The interview is performed by College Fellows, who evaluate candidates on unexamined factors such as potential for original thinking and creativity. For exceptional candidates, a Matriculation Offer is sometimes offered, requiring only two A-levels at grade E or above. In 2006, 5,228 students who were rejected went on to get 3 A levels or more at grade A, representing about 63% of all applicants rejected.

Strong applicants who are not successful at their chosen college may be placed in the Winter Pool, where they can be offered places by other colleges. This is in order to maintain consistency throughout the colleges, some of which receive more applicants than others.

Graduate admission is first decided by the faculty or department relating to the applicant's subject. This effectively guarantees admission to a college—though not necessarily the applicant's preferred choice.

CHAPTER 4. FURTHER EDUCATION

Finding a job in United Kingdom it is not difficult; it depends on what you want to do or what you are able to do. You can apply for a full- time job or for a part-time job. The paRt- time jobs are most occupied by students. Hundreds of jobs are available for students and a lot of work experience opportunities. If you are an international student you can work for up to 20 hours a week while studying.

Students are allowed to work while studying if they study at a university or college. If the students have a full time degree course they can work part-time during term for up to 20 hours a week and during the holidays they can work full-time.

Not all students have a full-time education; many of them combine studies with work. There are companies that have their own scheme of training for students and those companies prepare them for future. They are looking for the best students in the college or university and the biggest companies offer students jobs even if they are not finished the studies.

A part of students cannot afford their studies and that is the reason they work during studies. Even if the university is for free they have to pay for food and accommodation, and they need money for other activities, for weekends. They move far away from their houses because the university they want to study at is not in their aria or for simple reason not to be at home.

Most students try and take work that they can easily fit around their studies. This means shift work, such as working into a bar or restaurant, which can be changed around week by week. Factories and warehouses take on many students even if the work can be very hard. There are student who apply for the job before the holidays to be sure that they star work as soon as their studying stops.

Further education in the United Kingdom refers to post compulsory education. The term differs from the higher education offered in universities. It can be at any level above compulsory secondary education, from basic skills training to higher vocational qualifications, such as PGCE, NVQ, BTEC, HNC, HND or Foundation Degree.

The difference between FE and higher education is that in the higher education you are at a higher level than secondary school, exactly you go to distinct institutions as universities. Further education refers to an intermediate or follow up qualification necessary to attend university or begin a specific career path.

4.1. Vocational Training

Vocational training is also known as vocational education or technical education or training is education that prepares people for specific careers or trades at different levels from a trade, a technician or a professional position in nursing, medicine, architecture, pharmacy, law and the list in larger. Craft vocations are generally based on practical or manual activities, which are non academic, connected to a specific trade, occupation or vocation. It refers also to a technical education as the trainee straight to develop expertise in a particular group of techniques. In our days this is further or adult education.

The first "Trades School" in the UK was Stanley Technical Trades School now is name is Harris Academy South Norwood, which was designed, built and set up by William Stanley. The first idea was thought of in 1901, and the school opened after 6 years in 1907.

This system of vocational education in the UK at the beginning developed independently of the state, with bodies such as the RSA and City & Guilds setting examinations for technical subjects. The Education Act 1944 made provision for a Tripartite System of , grammar schools, and secondary modern schools, but only 0.5% of British senior pupils were in technical schools, compared to two-thirds of the equivalent German age group.

British Governments have made efforts to encourage and expand vocational education. In the 1970s, the Business And Technology Education Council was founded to give further and higher education awards, mostly to further education colleges in the United Kingdom. In the 1980s and 1990s, the Conservative Government promoted the Youth Training Scheme, National Vocational Qualifications and General National Vocational Qualifications. However, youth training was marginalized as the proportion of young people staying on in full-time education increased.

In 1994, publicly funded Modern Apprenticeships were introduced to provide "quality training on a work-based route". Numbers of apprentices have grown in lasts years and the Department for Children, Schools and Families has stated its intention to make apprenticeships a "mainstream" part of England's education system.

In the UK some higher technician engineering positions that require 4-5 year apprenticeship require academic study to HNC / HND or higher City & Guilds level.

There are a lot of benefits of Vocational Education. There are a lot of high schools that offers a number of vocational education program. This education is training for a specific trade or career, with the exception of the professions.

Vocational education focuses on practical applications of skills learned, and is generally unconcerned with theory or traditional academic skills. Students at vocational schools typically get more hands-on, career-minded education than students at traditional schools. Individuals are given the chance to explore and identify potential career goals, and are provided with the resources needed to achieve them. The majority of vocational education recognizes the importance of general academic studies as well as career preparation, and offer fully accredited high school certificates. Depending on a student's abilities and interests, a vocational high school can provide a number of advantages. Vocational training therefore provides a link between the working world and education. It is generally provided either at the high school level or in a two year colleges. The high school and the two year in colleges should offer vocational education because it will be benefit for students’ future.

First of all, vocational education in high school focuses on particular training for a career or field. This hands-on training is very helpful in high school as students make decisions that will affect the rest of their lives. Many vocational high schools provide students with career preparation in health care, education, computer science, business, and any number of highly specialized trades. These persons have the opportunity to increase the knowledge and experience necessary to become carpenters, machinists, electricians, painters, plumbers, or other useful professionals. There are programs administer licensing or certification examinations in such programs that allow students to become eligible for work immediately after graduation.

4.2. Career based Training

Career-based qualifications are familiar in the UK and will be accepted by universities. As a common rule those who want to make these will need to apply to a degree course that is in the same broad subject area as their qualification.

If a person wants to go to the course they have to apply for a degree course through the Universities and Colleges Admissions Service (UCAS). An AVCE/Vocational A-level or an BTEC National Certificate is often sufficient to gain the entry to a university degree course. Scottish Universities’ entrance requirements, for example, are normally affirmed in terms of Highers or a group of Advanced Highers. A Scottish Higher National Certificate (HNC) can allow person to enter the second year of a degree course. A Higher National Diploma may allow pupil to go into the third year of a degree course individual universities.

The United Kingdom has numerous popular career based courses in subjects such as agriculture, humanities, IT and computer science, law, fashion designing and the list continue. These programs intend to offer faculty and teaching who help in building the career and constructing a strong connection between the institution and a variety of industries. It exempts the idea of academic qualifications as a need. Along with this, career based courses contain projects, practical classes and tutorial room instructions that improves understanding and personal skills. The major motive of these courses is to impart advanced training in a college atmosphere so that a simulation is created and students do not have problems while working outside. The programs expand the capability and confidence of an individual that comes in handy for the duration of the recruitment process. Career based modules inform aspirants about the methods and tips of interviewing so that they can perform well, obeying certain behavioral proficiencies in the place of work. It also emphasizes on body language.
There is a list of career based courses, as: agriculture and related subjects, applied and pure sciences, architecture ,building and planning, art, beauty and personal care, economics, education and teaching, engineering, fashion designing, general management and business, hotel management and hospitality, humanity, IT and computer science, international culture, literature and foreign language, law, MBA, mass communication and media, medicine and life sciences, music, dance and theatre, sales, marketing and retailing, social sciences, sport and sports management, therapeutic personal care. These competency based programs and career are relevant when they come to implement it in a place of work. One of the biggest benefits is the constant evaluation of assignments and examination that rates the person’s performance. It is very good that with these courses people can achieve success and growth in their desired professions.

ANNEXES

Annex no 1

The King School

Annex no 2

St. Peter School

BIBLIOGRAPHY

Catto, Jeremy (1994), The History of the University of Oxford, Oxford University Press

Childs, Peter, Storry, Mike (1999). Encyclopedia of Contemporary British Culture, London: Routledge

Christopher, David (1999), British Culture, Routledge

Clark, Andrew (1891) The colleges of Oxford: their history and traditions, London, Methuen &

Collins, Anne (2001). British Life, London: Longman

Dancy, J, C (1963). The Public School and the Future, London

Dilke, Christopher(1965), Dr Moberly's Mint-Mark: A Study of Winchester College: London

Feiler, Bruce (2004), Looking for Class: Days and Nights at Oxford and Cambridge, New York, Perennial

Gearon, Liam (2002). Education in the United Kingdom. David Fulton Publishers Ltd

Hollowell, Jonathan (2002). Britain since 1945, Wiley: Blackwell

Marshall, Peter James (2001), The Cambridge Illustrated History of the British Empire, Cambridge University Press

McConnell, J.D.R. (1967). Eton: How It Works. London: Faber and Faber

Nevill, Ralph (1911). Floreat Etona: Anecdotes and Memories of Eton College. London

O’Driscoll, James (2003). The Country and its People: An Introduction for Learners of English. Revised and Updated, Oxford: Oxford University Press

Ogilvie, Vivian (1957), The English Public School, London: Batsford

Sabben-Clare, James (1981), Winchester College: Paul Cave Publications

Smith, J.; Stray, C. (2001). Teaching and Learning in 19th century Cambridge, Boydell Press, London

Tyack, Geoffrey (2004), Blue Guide: Oxford and Cambridge, New York

Vaughan-Rees, Michael (1997). In Britain, London: Chancerel

Walford, Geoffrey (1986), Life in Public Schools, London: Methuen

Willis, Robert (1988). Clark, John Willis, The Architectural History of the University of Cambridge and of the Colleges of Cambridge and Eton. Cambridge University Press

BIBLIOGRAPHY

Catto, Jeremy (1994), The History of the University of Oxford, Oxford University Press

Childs, Peter, Storry, Mike (1999). Encyclopedia of Contemporary British Culture, London: Routledge

Christopher, David (1999), British Culture, Routledge

Clark, Andrew (1891) The colleges of Oxford: their history and traditions, London, Methuen &

Collins, Anne (2001). British Life, London: Longman

Dancy, J, C (1963). The Public School and the Future, London

Dilke, Christopher(1965), Dr Moberly's Mint-Mark: A Study of Winchester College: London

Feiler, Bruce (2004), Looking for Class: Days and Nights at Oxford and Cambridge, New York, Perennial

Gearon, Liam (2002). Education in the United Kingdom. David Fulton Publishers Ltd

Hollowell, Jonathan (2002). Britain since 1945, Wiley: Blackwell

Marshall, Peter James (2001), The Cambridge Illustrated History of the British Empire, Cambridge University Press

McConnell, J.D.R. (1967). Eton: How It Works. London: Faber and Faber

Nevill, Ralph (1911). Floreat Etona: Anecdotes and Memories of Eton College. London

O’Driscoll, James (2003). The Country and its People: An Introduction for Learners of English. Revised and Updated, Oxford: Oxford University Press

Ogilvie, Vivian (1957), The English Public School, London: Batsford

Sabben-Clare, James (1981), Winchester College: Paul Cave Publications

Smith, J.; Stray, C. (2001). Teaching and Learning in 19th century Cambridge, Boydell Press, London

Tyack, Geoffrey (2004), Blue Guide: Oxford and Cambridge, New York

Vaughan-Rees, Michael (1997). In Britain, London: Chancerel

Walford, Geoffrey (1986), Life in Public Schools, London: Methuen

Willis, Robert (1988). Clark, John Willis, The Architectural History of the University of Cambridge and of the Colleges of Cambridge and Eton. Cambridge University Press

ANNEXES

Annex no 1

The King School

Annex no 2

St. Peter School