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- W1966232461 abstract "It is peculiar fact that country which first experienced industrial revolution has often lagged behind its industrial rivals in provision of technical education. The Great Exhibition of 1851 demonstrated that in some respects Britain's technical skill was inferior, and in response to public demand for proper provision of scientific and technical instruction for industrial classes, Queen's Speech to Parliament in I852 declared the advancement of fine Arts and of Practical Science [is] ... worthy of attention of great and enlightened nation and directed that a comprehensive scheme shall be laid before you. .. . The resultant Department of Science and Art did something to encourage technical education in England-but hardly enough. During nineteenth and twentieth centuries English technological instruction was allowed to grow up haphazardly and piecemeal. At end of Second World War, when Britain's need to export goods of high quality became more acute than ever before, cry once more went up that country needed more and better trained scientists and technologists. Despite this, however, technology was still Cinderella of English education. The social and professional status of technical college student has borne no comparison whatever to that of his university counterpart. For this there have been several reasons, first being that technical subjects, being purely vocational, are in themselves regarded in many quarters as less worthy of study than arts or pure sciences. Second, vast majority of students at technical colleges have until recently pursued their courses on part-time basis, usually being fully employed in day and attending classes in evenings. A third reason was undoubtedly that with exception of few technical-college students taking external degrees from University of London, qualifications obtainable were not, generally speaking, comparable in standard to university degrees. A fourth and perhaps consequential reason is that students at technical colleges tended until recently to be largely drawn from less intelligent school leavers, products of secondary modem schools and of lower streams of grammar schools, whereas universities drew their students solely from sixth forms of grammar and Public Schools. It is true that departments offering technological courses existed in universities, but it was unlikely that these could be expanded sufficiently to meet postwar need without upsetting balance between various academic disciplines within universities. The idea of technological university such as Massachusetts Institute of Technology, or of universities with bias toward any one aspect of knowledge, is not generally acceptable in English academic circles." @default.
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- W1966232461 date "1960-06-01" @default.
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- W1966232461 title "The New Deal for Higher Technical Education in England" @default.
- W1966232461 doi "https://doi.org/10.1086/444827" @default.
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