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By A. J. Peters

British extra schooling: A severe Textbook presents a coherent account of the method of extra schooling in nice Britain, that is outlined because the public provision for the schooling of folks who've left college, except at universities, faculties of schooling, or institutions run by means of the armed providers.
This publication discusses the goals of the nationwide approach of extra schooling; how additional schooling is supplied; schooling for business ability; and part-time day schooling for all below 18 years of age. the themes on adolescence provider; extra schooling for the disabled and handicapped; and commonwealth kinfolk of British extra schooling also are elaborated during this booklet.
This textbook is useful to scholars and researchers engaging in paintings at the growth of schooling in nice Britain.

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Sample text

There are no divisional executives in Scotland. Boroughs which had a population of over 60,000 on 30th June 1939, or others at the discretion of the Secretary of State, may be made E X C E P T E D D I S T R I C T S . This means that their councils have been "excepted" from the county's Scheme of Divisional Administration within which they would otherwise have been divisional executives. An excepted district has wider powers than a divisional executive; for example, it may levy its own rate for educational purposes.

Following the Robbins and Trend Reports, however, the Ministry of Education, Ministry for Science, those functions of the Lord President of the Council dealing with agriculture, and those functions of the Treasury relating to universities were merged into a new D E P A R T M E N T O F E D U C A T I O N A N D S C I E N C E (DES). The duties^of the Minister of Education and Minister for Science were transferred to the Secretary of State appointed to take 28 BRITISH FURTHER EDUCATION charge of this new Department.

After consulting with employers through the Federation of British Industries he urged in Administrative Memorandum 567 (1958) that sandwich students whose fees or salaries whilst at college were not being paid by their firms should be given grants too, and that these should be assessed in the same way as those of university students, by ignoring earnings outside the period of full-time study. By the end of 1958 these recommendations had had some effect: between 1959-60 and 1961-2 the number of students at colleges who were currently receiving full-value awards from their authorities for courses of degree standard rose from over 7,000 to over 10,000, and for lower-level courses from over 12,000 to over 14,000.

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