17 16 18 17 19 18 20 19 21 20 22 21 23 22 24 23 25 25 26 26 27 27

V OPINION ON SCHOOL CURRICULA

In the previous section general opinion on desired changes in schooling was described briefly. Whilst providing useful background information and showing the relative importance of the different kinds of change desired, the general question does not show the full measure of support for particular improvements. A complete study of opinion on this subject would need to give detailed attention to all the different kinds of change mentioned. This, however, would be too wide an undertaking for one inquiry, and consequently only two of the major changes mentioned have been studied in detail.

Elsewhere in this report an account is given of the response to questions designed to sound opinion on the raising of the school leaving age and generalised secondary education; in this section opinion on changes in school curricula is studied.

Changes in Curricula

It will have been noticed in the preceding section that 13% of the sample thought curricula should cover a wider field, 5% wanted “more practical teaching” and 1% wanted children to “learn the three ‘Rs’ properly”. Less than 20% of the sample mentioned curricula when asked this general question about what improvements were needed.

Informants were next asked a series of questions designed to explore in detail their opinions on changes in school curricula.

The first two questions produced affirmative replies from many more than 20% of the sample. This shows that interest in changing curricula is more widespread than is indicated by the replies to the general question asking informants to say what changes in the educational system* if any, they thought necessary.

The first idea suggested by the table is that a larger section of the sample wanted to see additions to school curricula than wished to see subjects excluded. 14% of the sample wanted to see some subjects left out altogether, whereas 38% wanted to see new subjects introduced. 21% wished to see less time devoted to some of the present subjects, whereas 52% would like to see more time devoted to the present subjects. Thus more than twice as many would like to see curricula amplified in some way as would like to see them reduced in some way.

The second point suggested by the table is that only a small section of the sample wanted subjects at present in the curricula taught differently.

All informants were asked to say which subjects they had in mind with reference to the five questions asked. For convenience of analysis, the subjects mentioned by informants wanting additions to the curricula, either by introducing new subjects or by increasing the time devoted to present subjects, have been grouped together. The proportions of people mentioning various subjects are shown below.

“Are there any subjects, not taught now, which you would like to see taught in schools?”

“Are there any subjects taught now which you would like to see taught more?”

Some informants mentioned more than one subject. The column therefore adds to more than 100.

“Manners”, though not a subject, was mentioned. This includes such suggestions as ‘general politeness”, ‘to be able to mix with people’, ‘manners and respect for people’, ‘obedience’, ‘how to speak’ and ‘correct behaviour’.

Sex Education and Hygiene, Domestic Science and “Manners” account for a large proportion of the suggested additions to curricula. If to these are added suggestions for the inclusion of technical and vocational subjects it will be seen that a substantial proportion of the sample want curricula extended in order to prepare children for adult life more directly. It will be remembered that when asked to give the “aim of education” 45% of the sample said “to help in after (school) life”.

No particular subject, or group of subjects, is mentioned by more than 20% of the sample, and quite clearly there is no overwhelming popular demand for more time to be spent on any particular subject. It must, however, be remembered that since less than half of the sample were in favour of any addition at all, the numbers mentioning the first three groups of subjects form large proportions of those wanting any kind of addition. Thus the 19% wanting more time spent on Current Affairs, etc. is nearly a quarter of all those wanting any kind of addition.

It will be noted that the subjects mentioned are, to a large extent, practical subjects. All informants mentioning particular subjects were asked to say why they would like extra time to be so spent. The answers given are shown below.

The 18% of the sample wanting subjects now included in the curricula taught differently, were also asked to name the subjects they had in mind. The only subjects mentioned by an appreciable proportion of people were once again Current Affairs, Modern History and Geography. These were mentioned by 8% of the sample.

Those informants saying that they would like to see some objects taught less or left out altogether were asked to say which subjects.

Of the 128 people asking for less time to be spent on the first group of subjects, 104 mentioned Modern History as the subject on which they would like less time spent, only 24 mentioning Current Affairs or Geography.

Informants were asked to say why they would like less time spent on the two groups of subjects mentioned by most informants as deserving less time.

It will be noticed that the majority of reasons given both for increasing the time spent on subjects or reducing the time spent on them are practical ones. “Essential thing to know” “To help child in after life” or “To help in getting a Job” form much the larger part of the reasons given for increasing the time spent. This agrees with the impression which one gets from looking at the subjects which are mentioned as needing more time. Only in the case of Sex Education, “Manners” and English do the comments take the direction ‘the present standard is low’, would improve the moral standard’ or ‘Children are badly behaved’.

It may be concluded from this analysis that an appreciable proportion of the population would like to see more time spent on one or other of the groups of subjects. Much smaller proportions of the population would like to see less time spent on a shorter list of subjects. The reasons in both cases are, for the main part utilitarian and arise out of what informants consider to be the needs of everyday life. This general state of opinion would need to be taken into account in considering any changes of school curricula which are proposed in the future. Quite clearly if changes in curricula can. be related to practical everyday needs there will be a much greater interest and support for them than otherwise.

Differences in the opinions of groups

Larger proportions of the upper income groups than of the lower income groups suggested the need for extending or reducing curricula. There were similar differences between those with education of a secondary or higher level and those with elementary education only. The more highly educated had many more suggestions to make for changes than the lower education groups. There were practically no differences in the extent to which changes were suggested by informants with and without children. This agrees with evidence presented elsewhere which shows that views on education are to a small extent only influenced by whether the informant is a parent or not.

There were, however, sharp differences in the proportions in different regions of the country making suggestions about changes in curricula. Informants in Wales had fewer suggestions to make than those in other parts of the country. London had the largest proportion making suggestions, followed by the North and East Midlands.

Opinion on current Curricula

It should be borne in mind in considering the data just presented that in no case was particular reference made to any subject by more than 19% of the sample. Quite clearly the answers to questions inviting people to suggest changes in school curricula will reflect part only of their attitude to present curricula. In considering opinion on present day curricula it is necessary to study not only the changes that people would like to see, but also their attitude to existing curricula. For this purpose school subjects were classified in nine broad groups, and informants were asked to say what part, in their opinion each group of subjects should play in the education of boys and girls.

Before informants were asked to assess the particular role of a group of subjects should play in children’s education, the whole nine groups were read out to them and carefully explained, so that there was little doubt before the question was actually answered, as to what was meant by each of them.

It will be seen from the table and diagram that there are marked differences in the importance attached to different groups of subjects. There seems little doubt that English and Mathematics are thought to be of importance to both boys and girls. Only 7% of the sample, in answer to previous questions, had asked for more time to be devoted to Mathematics, so it would appear that on the whole, people are satisfied as to the part now played by this subject. The same applies to English, Handcrafts, Physical Exercises and Games which were thought by a majority of the sample to deserve a big part in the education of both boys and girls.

In the case of the Current Affairs group of subjects and Scientific Subjects, people believed that boys and girls have different needs. In both cases it will be noticed a larger proportion thought that the subject should play a big part for boys than for girls. Over a quarter of the sample thought that these subjects should play a part in the education of some children only.

Whilst the proportions of the sample asking for more time to be spent on Scientific Subjects was very low, 19% of the sample asked for more time to be spent on Current Affairs, Modern History, or Geography. Since less than half of the whole sample thought that these subjects should play a big part for boys, and less than a quarter thought that they should play a big part for girls, it seems quite clear that the 19% asking for more time to be spent on the subjects is a vocal minority group only, although a considerable minority.

The proportion of the sample thinking that Modern Languages should play a big part in the education of boys is even lower and a considerable proportion of the sample thought that Modern Languages should play a part in the education of some children only 14% of the sample asked for more time to be spent on Modern Languages. Clearly this is a minority demand only.

The use of the expression ‘Dead Languages’ may be thought to be open to objection. However, it was found in preliminary inquiries that this was the expression which was most ordinarily used for Latin and Greek. It will be seen that such studies are thought to be appropriate for some children only by a large proportion of the sample.

If the figures in the first two columns, i.e, the proportions saying a big or medium part, are taken as indicating firm approval of the inclusion of groups of subjects in curricula, it may be said that this approval is forthcoming for both boys and girls for English, Mathematics and Arithmetic, Handcrafts, Physical Exercises and Games only. The Current Affairs group of subjects and Scientific Subjects, are thought to be more important for boys than for girls and to be appropriate for some children only. Less than half of the sample thought that either of these groups of subjects should play a big or medium part in the education of girls. Modern languages are approved by the majority of the sample for both boys and girls but artistic subjects are approved by a majority of the sample for girls only, and less than half said that artistic subjects should form a big or medium part in the education of boys.

It will be observed that opinion is against the inclusion of some subjects in girls curricula. This applies particularly to Scientific Subjects and Current Affairs, and it will be noticed that smaller proportions of the sample think that Mathematics should play a big part in girls’ curricula than think this for boys' curricula. On the other hand, larger proportions of the sample think that Handcrafts or Artistic subjects should play a big part in girls' education than think this for boys'.

Differences in the opinions of groups

There are not, on the whole, very great differences in opinion on the parts various subjects should play amongst different groups of the population. In the following comments attention is drawn to such differences of opinion only when the difference is 10% or more.

There are certain interesting differences of opinion on the part particular subjects should play in curricula among the different occupation groups into which informants were divided, There is rather greater support for Modern Languages amongst those in the distributive, clerical, professional and managerial groups than there is amongst factory workers, or those in transport, mining and building. Similarly there is rather greater approval of the inclusion of Current Affairs, Modern History and Geography on the part of non-manual than on the part of manual workers.

In the case of scientific subjects, however, the position is different. Factory workers, transport, mining and building workers looked on the inclusion of these subjects with greater favour than the clerical, professional and managerial groups, and the same is true of handcrafts, domestic science, carpentry and metal work.

The largest difference of opinion between occupation groups is on the place of Handcrafts. It may perhaps be assumed that the greater interest in Scientific Subjects and the Handcrafts group of subjects on the part of manual workers reflects their every day connections with technical activity.

Those with secondary or higher education favour Modern Languages and the Current Affairs group of subjects more than those with elementary education only, whilst those with elementary education only favour Scientific and Artistic Subjects and the Handcrafts group of subjects more than those with secondary or higher education. Once again the largest difference of opinion between those with different educations was on the place of Handcrafts.

There are notable differences of opinion between people in different income groups in seven out of the nine groups of subjects, and by far the largest differences of opinion occur here. The lower income groups favour Mathematics rather more than do the upper income groups and the same is true of Scientific Subjects and Handcrafts. The upper income groups favour Modern Languages rather more than the lower income groups.

The largest differences of opinion between income groups are on the place of Mathematics, Artistic Subjects and Physical Exercises for girls, and on the place of Handcrafts and the Scientific Subjects for boys.

In view of the differences of opinion between economic groups it would seem to be necessary to ensure that attention is paid to the opinions of all economic groups before there are any detailed changes of curricula.

There is little difference of opinion between different age groups as to the part which different subjects should play in the education of boys and girls, and once again, very little difference was found between the opinions of parents and others.

There are notable differences of opinion between people in different regions on the part of seven out of the nine groups of subjects should play. The Northern regions favour Scientific Subjects more than the Southern regions, but the Southern regions favour Handcrafts more than the Northern. On the other hand the Northern regions favour Artistic Subjects more than the Southern regions.

The greatest differences in regional opinion are on the place of Modern Languages, Artistic Subjects and the Handcrafts group of subjects.

(Detailed tables showing differences of opinion between informants in different economic groups and in different regions are given in Appendix 11.)

Summary:

This section may be summarized as follows. About two-thirds of the sample thought that some changes in the educational system were needed. 27% of the sample were concerned with the need for raising the school leaving age, or for “everyone to have an equal chance”. 16% of the sample were concerned with improvements in teaching methods, and 13% with changes in curricula.

Small proportions of the sample made other comments which may be related to the idea of changed curricula, but less than mentioned changes in curricula spontaneously. A much larger proportion of the sample however, were interested in changing curricula when asked direct questions on the subject.

About twice as many people were interested in augmenting curricula, as were interested in reducing them. The chief groups of subjects which people would like to see added to curricula, or on which they would like more time spent, were Current Affairs, Sex Education and Hygiene, Modern Languages, Domestic Science, and technical or vocational subjects. The chief subjects which informants would like left out of curricula, or on which they would like less time to be spent, were the classical languages and Modern History. The main reasons given for either increasing or reducing the time spent on particular subjects were practical, e.g. for increasing the time spent such reasons as “essential things to know”, “would help child in after life”, “would help in getting a Job”, were given.

Informants were also asked to comment on the part different subjects should play in the education of boys and girls. There was general satisfaction with the part now played in the education of both boys and girls by English, Mathematics, Handcrafts and Physical Exercises, A rather smaller degree of approval, but nevertheless majority approval, was given to the part now played in curricula by Modern Languages, In the case of Current Affairs and Scientific Subjects however, whilst there was majority approval for the inclusion of these subjects in boys’ curricula, there was only minority approval for their inclusion in girls’ curricula. In the case of artistic subjects, the opposite was true.