Payment by Results in Nineteenth-Century British Education: A Study in How Priorities Change

Midgley, Henry

doi:10.1017/s0898030616000300

Cited by 13 publications

(6 citation statements)

References 39 publications

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“…If MPs elaborated education, linking schooling to an enlarged constellation of political ends involving social welfare, then they also expanded it, linking schooling in a multilevel system that spanned, at the one end, child care, and at the other, university and college education. They also applied quantitative reasoning to debate schooling and related it to a machinery of standardization and quality assurance through tests and exams in order to routinely evaluate and monitor the returns on state investments in education (Midgley 2016; Rapple 1992). These findings suggest that state schooling in this period emerged as both a means to and object of the state’s efforts at rationalization: an increasingly central system for state-guided societal progress and development (i.e., greater equality, fairness, and welfare) and an object of the state’s intensified efforts to make the selfsame system ever more efficient, quantifiable, and manageable (Author, 2022c).…”

Section: Resultsmentioning

confidence: 99%

Visions of deliverance: Social scientization, functionalism, and the expansive purposiveness of state schooling in nineteenth-century British parliamentary politics

Smith

2023

Soc. sci. hist.

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Early in the nineteenth century, members in the UK Parliament (MPs) hardly ever debated education. When they did, it was nearly always in the context of aid for the religious instruction of the poor. Indeed, even by 1850, nearly two decades after the first Great Reform Act (1832), the Prime Minister Lord John Russell made the case that a system of compulsory state schooling would be immoral and un-British. Yet, by the ‘80s, MPs debating in Westminster routinely drew connections between schooling and the most critical social issues of the day: social-class mobility and equity, child welfare, national development, emigration, and the civil service, among others. What explains the expanding, and expansive, political uses that elite policymakers put to schooling? How did schooling and education take on such an aggrandized role in society for British statesmen? To address these questions, this paper combines natural language processing techniques, semantic network, discourse, and regression analyses to read and interpret the ∼1.1 million political speeches given in the UK Houses of Parliament during the long nineteenth century (1804–1913). In contrast to explanations emphasizing the direct role that economic, social, and political development as well as conflict played in the UK state’s historic expansion, this piece demonstrates how social scientization, the sweeping international epistemic movement that institutionalized and diffused functionalist social theory, created the context that made it possible for political elites to see and promote schooling as an effective policy instrument of greater cultural rationalization supporting the development of capitalist industrial society.

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Section: Resultsmentioning

confidence: 99%

Visions of deliverance: Social scientization, functionalism, and the expansive purposiveness of state schooling in nineteenth-century British parliamentary politics

Smith

2023

Soc. sci. hist.

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“…For Great Britain, the delegation of state functions in areas such as criminal justice, defence and education was characteristic in the XVIII-XIX centuries (Midgley, 2016), and in the XX century this practice reached the weapons development (Flower, 1966). The competitive procurement policy for both goods and services was introduced by the UK Ministry of Defence in 1983 (Hartley, 2011) in order to optimize and improve the efficiency of budget spending.…”

Section: Resultsmentioning

confidence: 99%

State Functions Outsourcing In The Defence Sphere: Legal Support And Risks

Sidorenko¹,

Egorova²

2020

European Proceedings of Social and Behavioural Sciences

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“…However for some authors, it was the inception of compulsory education in the late nineteenth century, rather than advances in the medical sciences, that transformed ADHD into a salient societal concern [24]. In the UK, when compulsory education was first instituted, government funding to schools including salaries for teachers, was based on the numbers of students that attended school for at least 100 days per academic year and passed standardised examinations in the 3Rs (reading, writing, arithmetic) [25]. This system, known at the time as "payment by results" [26], is said to have also motivated teachers to raise concerns about students who struggled to pass the 3Rs examinations, and eventually these students were deemed uneducable in mainstream schools [27,28].…”

Section: Historical Contextmentioning

confidence: 99%

University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN)

et al. 2022

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Background Attention deficit hyperactivity disorder (ADHD) is associated with poor educational outcomes that can have long-term negative effects on the mental health, wellbeing, and socio-economic outcomes of university students. Mental health provision for university students with ADHD is often inadequate due to long waiting times for access to diagnosis and treatment in specialist National Health Service (NHS) clinics. ADHD is a hidden and marginalised disability, and within higher education in the UK, the categorisation of ADHD as a specific learning difference (or difficulty) may be contributing to this. Aims This consensus aims to provide an informed understanding of the impact of ADHD on the educational (or academic) outcomes of university students and highlight an urgent need for timely access to treatment and management. Methods The UK Adult ADHD Network (UKAAN) convened a meeting of practitioners and experts from England, Wales, and Scotland, to discuss issues that university students with ADHD can experience or present with during their programme of studies and how best to address them. A report on the collective analysis, evaluation, and opinions of the expert panel and published literature about the impact of ADHD on the educational outcomes of university students is presented. Results A consensus was reached that offers expert advice, practical guidance, and recommendations to support the medical, education, and disability practitioners working with university students with ADHD. Conclusions Practical advice, guidance, and recommendations based on expert consensus can inform the identification of ADHD in university students, personalised interventions, and educational support, as well as contribute to existing research in this topic area. There is a need to move away from prevailing notions within higher education about ADHD being a specific learning difference (or difficulty) and attend to the urgent need for university students with ADHD to have timely access to treatment and support. A multimodal approach can be adapted to support university students with ADHD. This approach would view timely access to treatment, including reasonable adjustments and educational support, as having a positive impact on the academic performance and achievement of university students with ADHD.

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Payment by Results in Nineteenth-Century British Education: A Study in How Priorities Change

Cited by 13 publications

References 39 publications

Visions of deliverance: Social scientization, functionalism, and the expansive purposiveness of state schooling in nineteenth-century British parliamentary politics

Visions of deliverance: Social scientization, functionalism, and the expansive purposiveness of state schooling in nineteenth-century British parliamentary politics

State Functions Outsourcing In The Defence Sphere: Legal Support And Risks

University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN)

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