By Alex Southern
This publication uncovers a special post-war movie construction programme and explores how this primary British govt intervention into ‘visual schooling’ is proper to movie schooling this present day. In 1943 the Ministry of schooling took the choice to sponsor construction of an experimental programme of nonfiction movies particularly for the study room. nearly 70 years later, the British movie Institute introduced a brand new strategic improvement plan, on the centre of which used to be the purpose to turn out the worth of ‘21st century literacy’ to executive and embed movie within the college curriculum. This goal were the focal point of movie schooling tasks in earlier a long time, with no solution. via archival examine into unique files and the movies, The Ministry of schooling movie scan builds a narrative of clash and collaboration among the Ministry and the filmmakers, providing an perception into why the fight for presidency reputation of movie schooling nonetheless remains.
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Extra resources for The Ministry of Education Film Experiment: From Post-War Visual Education to 21st Century Literacy
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Raising the school leaving age and the post-war population boom meant more teachers were needed to meet the increased number of pupils, and an insufficient quantity of trained teachers was available. The delayed de-mobilisation of those serving in the forces limited numbers, and of the married or ‘retired’ women teachers who had been brought into service during wartime many had returned to the home. As well as more teachers, EDUCATION IN POST-WAR BRITAIN 13 a greater number of school buildings were required.
However, he did not consider the reverse correlation, in that difficulties in school, such as learning disabilities or other educational and social factors, may have actually caused the ‘emotional instability’. Nevertheless, the research demonstrated that external factors based in and around the home had greater influence on children’s performance at the selection examination and therefore their progression onto secondary schools than the ‘intelligence’ of the child. Working class children from larger families in poorer housing conditions performed less well at the 11 plus and were more likely to attend Secondary Modern Schools.
The tripartite system of education provided for Grammar, Technical and Secondary Modern Schools accordingly, each with their own curriculum. The Education Act, or Green Book, towards which the Norwood Committee had been working, was published in 1944 to political acclaim, but it failed to achieve the original policies outlined in 1942, aimed at radicalising the education system (Simon 1991). In the decades following the publication of the Act, the public schools remained largely unchanged and the voluntary schools also avoided any dramatic reform (Simon 1991).