British Private Schools: Contemprary Trends
Figure 1.-- Recent political, and social trends in Britain and other countries, suggest that private education is not a declining phenomenon. The education debate in Britain, however, seems to be slowly shifting from the divisive private versus state schools to addressing how the state schools can be improved. Scenes like this on the play ground are rather similar, in the classrooms there are real differences.
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Recent political, and social trends in Britain and other countries, suggest that private education is not a declining phenomenon. The education debate in Britain, however, seems to be slowly shifting from the divisive private versus state schools to addressing how the state schools can be improved. Calls for reforms have come from a wide range of the political spectrum. An increasing number of Britons app~ently have concluded that the well intentioned reforms of the 1960s and 70s to make schools more egalitarian have resulted in declining standards. The British education system which was once viewed as one of the world’s preeminent state systems has lost much of its standard-setting image. Recent studies comparing British students in other European countries have caused considerable alarm. Prime Minister Thatcher is currently seeking to introduce the most far-reaching changes in Britain’s education system in 40 years. The Government’s proposals call for a unified national curriculum; test administered at ages 7, 11, 14,and 16 years of age; and parental rights to select schools. While these proposals are controversial, it seems likely that Britain will implement major educational reforms in the next few years. Until considerable improvement is brought about, however, it is likely that even many parents of modest means will continue to select the independent sector for their children. This has affected the schools. Quite a number of schools in the 1970s had to close, in large measure because of the economy. Some schools in the 80s also had problems, especially boarding schools not close to an urban area. Most day schools on the other hand were having to turn away applicants. The day school here, for example, has been envelooed by urban sprawl. There was no way to enlarge the pgydical plant.
