In the years 1918-79 the educational landscape was transformed with a
number of key reforms widening educational opportunities allowing for a
growth in service industries due to higher education being achieved. It can
be argued that although university education was the most significant
reform it failed to have as much of a widespread and Crossland circular
and the fisher act. It can be argued overall that the Crossland circular act
was the most significant reform as it was widespread and allowed for large
number of people to reach higher education level.
It can be argued that university reforms was the most significant change
in education. In 1926 LEA were now allowed to provide students with
grants to attend universities. This laid the foundation of later university
changes such as the Robbins report of 1963 which suggested due to the
increase number of the baby boomer generation entering secondary
education, a universal grant should be given to pupils to allow them to
attend university. This lead to a growth in the number of universities from
22-46 between 1962-70. Examples of these new unis can be seen in
Southampton and reading. Furthermore, in 1964 Labor created the CNAA
which allowed non-universities to award degrees. This lead to 34 technical
colleges elevated their status to polytechnics which offered vocational
degree. Another key change in university education was the creation of
the open university in 1969 which allowed a more flexible way of learning
from home and enabled individuals from low income areas, of an ethnic
background and women to achieve degrees. It was now awarding more
degrees than Oxford and Cambridge with historian Dominic Sandbrook
calling it “one of the most popular and successful legacies of the 1960s.”
This allowed a greater number in degrees being awarded from 10,000 per
year in the 1900 to 60,000 by 1979. However, the university education
reform failed to be widespread as its reforms failed to attract the masses.
The number of 18-21 year olds going to university increased from 0.8%-
4% from 1918-62 but in the USA 50% of this age demographic attended
University. It also failed to have immediate consequences as much of the
reforms from reports took a while to implement and when the economy
was suffering university grants decreased which limited the number of
people able to go to uni. Thus it can be argued that although university
educational reforms were impactful they failed to be significant due to the
lack of widespread and consequential impact.
It can be argued that the Fisher act of 1918 was the most significant
educational reform. The act widened access to education from nursery
age to secondary school age. It increased the school leaving age to 14,
scrapped fees for elementary schools and instead provided nursery
schools for toddlers. The act also punished those who employed school
children with a fine and if the offence is repeated the individual will face
number of key reforms widening educational opportunities allowing for a
growth in service industries due to higher education being achieved. It can
be argued that although university education was the most significant
reform it failed to have as much of a widespread and Crossland circular
and the fisher act. It can be argued overall that the Crossland circular act
was the most significant reform as it was widespread and allowed for large
number of people to reach higher education level.
It can be argued that university reforms was the most significant change
in education. In 1926 LEA were now allowed to provide students with
grants to attend universities. This laid the foundation of later university
changes such as the Robbins report of 1963 which suggested due to the
increase number of the baby boomer generation entering secondary
education, a universal grant should be given to pupils to allow them to
attend university. This lead to a growth in the number of universities from
22-46 between 1962-70. Examples of these new unis can be seen in
Southampton and reading. Furthermore, in 1964 Labor created the CNAA
which allowed non-universities to award degrees. This lead to 34 technical
colleges elevated their status to polytechnics which offered vocational
degree. Another key change in university education was the creation of
the open university in 1969 which allowed a more flexible way of learning
from home and enabled individuals from low income areas, of an ethnic
background and women to achieve degrees. It was now awarding more
degrees than Oxford and Cambridge with historian Dominic Sandbrook
calling it “one of the most popular and successful legacies of the 1960s.”
This allowed a greater number in degrees being awarded from 10,000 per
year in the 1900 to 60,000 by 1979. However, the university education
reform failed to be widespread as its reforms failed to attract the masses.
The number of 18-21 year olds going to university increased from 0.8%-
4% from 1918-62 but in the USA 50% of this age demographic attended
University. It also failed to have immediate consequences as much of the
reforms from reports took a while to implement and when the economy
was suffering university grants decreased which limited the number of
people able to go to uni. Thus it can be argued that although university
educational reforms were impactful they failed to be significant due to the
lack of widespread and consequential impact.
It can be argued that the Fisher act of 1918 was the most significant
educational reform. The act widened access to education from nursery
age to secondary school age. It increased the school leaving age to 14,
scrapped fees for elementary schools and instead provided nursery
schools for toddlers. The act also punished those who employed school
children with a fine and if the offence is repeated the individual will face
