Report on British Higher Educa ion
A Former Univers y Student Finds it Excellent but with Faults
1 AVING SPENT a yer as an
exch ,e tudent at the Uni-
versity of I onn. one returns to
the United e o find an aid
tntre.t ini Iis 'to liher educ
tion.
A 'if d usrpton of sante of
the mechanies of an English unit
versity will provide a general basis
of reference with which to con-
sider the British approach to
higher education. Indirectly it
might create a broader perspec-
tive with which to view American,
education.!
Founded in the early nineteenth r
century, the University of London =
# was conceived as an institution s
teaching all subjects and open to x
all people. It did not discriminate
against nonconformist Protes-
tants, Roman Catholics, or Jews-
three groups which ere either
not permitted to enter or to gradu-
ate from the other English uni-
versities.
Throughout the years its facul-
ties have achieved the excellence "
associated with British higher
education and today a student en-
rollment of over 20,000 crowds Y
through the large group of its
affiliated schools and colleges.
UNIVERSITY College and the
London School of Economics
are two of these constituent units. SENATE HOUSE-Presently the
Operating under the general ad- administrative building for the
ministration and regulations of after the war. The old was destr(
the University, each offers its own
courses of instruction and awards the combination of certain over-
its own degrees. lapping subjects. Specific courses
University College, the more of instruction entail special re-
comprehensive, offers a wide range quirements. Entrants into the Fac-
of departments in separate facul- ulty of Arts at University College,
ties of general arts, science, en- for example, must include two
gineering, medicine and laws. The languages other than English, one
lectures, classes and seminars of of which must be a classical lan-
the London School of Economics guage.
are more specialized, dealing pri-
marily with social studies and law. H AVING BEEN admitted to a
As is generally the case in Britain, university, the British under-
it is usually expected the bache- graduate has far greater spe-
lor's degree will be obtained in cialized training than that which
three years. faces his American counterpart.
Admission is based principally It is assumed that he has already
upon a group of General Certifi- received what is generally called a
cate of Education (GCE) exami- broad, liberal education; his three
nations which normally is taken years are filled with work in his
upon the completion of a student's chosen field together with a few
secondary education. courses in related areas.
In most cases five subjects must The academic year at the Uni-
be passed, two of which must be versity of London consists of three
at an advanced level. The subjects ten week terms between the first'
must be, chosen from an approved of October and the first of July.
list which includes English litera- These are separated by a five
ture, history, economics, logic, week vacation at Christmas and
pure and applied mathematics, one of six weeks in the spring.
chemistry, physics, geology, bot- These vacation bonanzas are
any, zoology and a number of not all that they might appear,
languages. however. Students are advised
There are restrictions against that they should spend consider-
able time during their vacation in
Leeis i, ti, a ,,ras/ale of private reading and revision.
theM Unit-rit isn, Jane, 1957, Paid vacation employment is
f UndiernlastsT at the U9t definitely discouraged; it is re-
dedsear at the Unaiter-commended only when it will be.
sity of Lndon(i. of value for some special reason,
for example, when the type of
Examination papers are graded!
Iin three general caitegories. Most;
students receive "passes" of
"thirds;" a large nuiber obtain
"seconds" which are divided into
"upper" and "lower" divisions; a
handful are able to attain the
distinction of a "first."
THESE ARE some of the basic
mechanics and structural as-
pects of British higher educationa
today. Comparisons between the
educational systems of two coun-
tries are dangerous and apt to be
misleading, but a few general ob-
servations might be made.
One of the fundamental prin-
ciples of American education is
universality, a belief that equal 1
opportunities should be open to
all who are desirous of it. It is
felt by many that any American
(Concluided oilet ae
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the
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work has some connection with
the student's degree course or pro-
posed career.
IT CAN BE SEEN from this that.
the student is not expected to
contribute much financially to his
own education. There is a na-
tional program of scholarships
with vast provisions as an ac-
cepted part of Britain's welfare
state.
Families are asked to contribute
according to their ability to dp so,
but the governmental grants are
designed to cover at least basic
expenses for most students.
The size of lecture classes varies
as it does in the United States and
it is not uncommon for introduc-
tory courses to have enrollments
of over one hundred. Professors
are easily accessible, occasionally
inviting small groups of students
to their homes in the eveniogs.
Examinations take place in late
June; there are no exams in each
subject at the end of each term.
In fact, the work of the entire
first two years is often examined
in a "Part I" test at the end of
the second year, although an un-
official exam may be given earlier
to give the first year student a
guide to his progress. The award-
ing of a degree is based upon
satisfactory completion of the
"Part II" examination given at
the end of the third year of study.
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