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Further education (often abbreviated FE) in the United Kingdom and Ireland is additional education to that received at secondary school that is distinct from the higher education (HE) offered in universities and other academic institutions.
Tertiary education at a nondegree level is sometimes referred to as further education or continuing education as distinct from higher education. UNESCO stated that tertiary education focuses on learning endeavors in specialized fields.
At the post-secondary level, vocational education is often provided by highly specialized trade schools, technical schools, community colleges, colleges of further education (UK), vocational universities, and institutes of technology (formerly called polytechnic institutes).
Further education (often abbreviated FE) in the United Kingdom and Ireland is additional education to that received at secondary school that is distinct from the higher education (HE) offered in universities and other academic institutions.
- Overview
- Imperial Germany
- Weimar Republic
Further education was officially described as the “post-secondary stage of education, comprising all vocational and nonvocational provision made for young people who have left school, or for adults.” Further education thus embraced the vast range of university, technical, commercial, and art education and the wide field of adult education. It was this sector of education, which was concerned with education beyond the normal school-leaving ages of 16 or 18, that experienced the most astonishing growth in the number of students.
In the 19th century, the dominance of the University of Oxford and the University of Cambridge was challenged by the rise of the civic universities, such as London, Manchester, and Birmingham. Following the lead of the 18th-century German universities and responding to a public demand for increased opportunity for higher education, Britain’s new civic universities quickly acquired recognition—not only in technological fields but also in the fine and liberal arts.
Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy a rate (tax) to finance such colleges. The universities, on the other hand, received funds from the central government through the University Grants Committee, established in 1911 and reorganized in 1920, after World War I.
A new type of technical college established in the 1960s, the polytechnic, provided mainly university-level technological as well as general courses in the arts and sciences. Polytechnics were chartered to award degrees validated by a Council for National Academic Awards.
Thus, the tertiary level in the United Kingdom was made up of colleges of further education, technical colleges, polytechnics, and universities. The colleges offered full-time and part-time courses beyond compulsory-school level. Polytechnics and universities were mainly responsible for degrees and research. The innovative Open University, with its flexible admission policy and study arrangements, was established in 1971. It used various media to provide highly accessible and flexible higher education for working adults and other part-time students. It served as an organizational model and provided course materials for similar institutions in other countries.
Changes in British education in the second half of the 20th century extended education by population, level, and content without changing the basic values of the system. New areas for expansion included immigrant cultural groups and multicultural content, the accommodation of special needs, and the development of tools and content in the expanding fields of microelectronics.
The formation of the German Empire in 1871 saw the beginning of centralized political control in the country and a corresponding emphasis on state purposes for education. Although liberal and socialist ideas were discussed—and even practiced in experimental schools—the main features of the era were the continued systematization of education, which had progressed in Prussia from 1763, and the class-based division of schools. Education for the great bulk of the population stressed not only literacy but also piety and morality, vocational and economic efficiency, and above all obedience and discipline. The minority of citizens in the upper social and economic strata were educated in separate schools according to a classical humanist rationale of intelligence and fitness that equipped them to fill the higher positions in the Reich. Reform proposals in the last decade of the 19th century led to an overhaul of the education system, but the changes did not remove class privileges.
The Volksschule was universal, free, and compulsory. The fundamental subjects were taught along with gymnastics and religion, which held important places in the curriculum. Girls and boys were taught in separate schools except when it was uneconomical to do so. Boys usually received training in manual work, and girls in domestic science. Graduates of the Volksschule found it almost impossible to enter the secondary school, which was attended almost exclusively by graduates of private preparatory schools charging fees. The Volksschule led its students directly to work and was thus separate and parallel to the secondary school program rather than sequential.
Boys who, at the age of nine, were about to enter secondary school had to decide on one of the three types of schools, each offering a different curriculum. The traditional classical Gymnasium stressed Latin and Greek. The Realgymnasium offered a curriculum that was a compromise between the humanities and modern subjects. The Oberrealschule stressed modern languages and sciences. Although Kaiser William II threw his influence on the side of the modernists in 1890, the Gymnasium continued to overshadow the other two schools until after World War II.
Secondary schools for girls were recognized by Prussia in 1872 and were extended and improved in 1894 and again in 1908. These schools were fee-paying and were thus available chiefly to the upper social and economic strata. The course of instruction lasted 10 years, from age 6 to 16. This 10-year school was called the Lyzeum, the first three years being preparatory. Beyond it was the Oberlyzeum, which was divided into two courses: the Frauenschule, which offered a two-year general course, and the Lehrerinnenseminar, which offered a four-year course for prospective elementary school teachers. Girls who wanted a secondary school education similar to that of the boys transferred at the age of 13 to the Studienanstalt.
In no sphere of public activity did the establishment of the Weimar Republic after 1919 cause more creative discussion and more far-reaching changes than in that of education. A four-year Grundschule was established, free and compulsory for all children. It was the basic building block for all subsequent social liberalization in education. Besides the elementary subjects and religion, the child was instructed in drawing, singing, physical training, and manual work. The Oberstufe, the four upper classes of the elementary school, combined with the Grundschule to form a complete whole. Most elementary schools thus provided an eight-year course of study. Intermediate schools (Mittelschulen) were established for children who wished a longer and more advanced elementary school course and were able to pay modest fees.
The Weimar constitution preserved the religious tradition, which had been an essential part of the school curriculum in Germany since the Reformation. No pupil, however, could be compelled to study religion, and no teacher could be forced to teach it. Communities were accorded the right to establish schools in accordance with the particular religious beliefs of the pupils.
19 gen 2018 · Wikipedia defines further education as: ‘education in addition to that received at secondary school, that is distinct from higher education offered in universities and other academic institutions.’
26 dic 2022 · What is further education? On GOV.UK it states that further education (FE) includes any study after secondary education that doesn't form part of an undergraduate or graduate degree.
