2020-2021
Tema 65. El sistema educativo en el ámbito anglosajón.
Topic 65. The education systems of English-speaking countries.
© 2021, Granada, by Stephen Pearse Hughes. All rights reserved. Any copying or distribution, partial or
otherwise, may not be undertaken without the express authorisation of the author.
Table of Contents
1. Introduction
2. Education in Britain
2.1 Overview of history of British education
2.2 Education in Britain today
3. Education in the United States
3.1 Historical overview of education in the USA
3.2 Education in the United States
4. Education in other English-speaking countries
5. Pedagogical considerations
6. Conclusion
References
1. Introduction
Time spent at school represents a large proportion of students’ lives. School is a place where, in addition
to the acquisition of curricular contents and key competences, young people gain many other life
experiences which are important in the development of their social skills, and friendships. Indeed,
discovering interesting facts about schooling at ages which are relevant to our students is a viable area
of study. School life in other countries, then, are an area of potential interest to students of a foreign
language, particularly if they have the opportunity to come into contact with these educational contexts
either through exchange trips or as part of projects involving correspondence or video conferencing.
It is true that while there are similarities between schools in Spain and school settings from
English-speaking countries (particularly in Europe), there are also a number of important differences. In
this topic, then, there will be a brief historical overview of these education systems and an examination
of some of their major characteristics in place in schools today. Given their importance and relative
familiarity to students in Spain through visits or through portrayals of school life in film and television,
this topic will focus primarily on the educational systems of the United Kingdom and the United States,
although mention will also be made of other English-speaking countries. In addition, a number of
pedagogical considerations will be discussed in relation to the way in which content areas and
sociocultural elements of schooling in English-speaking countries may be introduced into the language
class.
2. Education in Britain
Over the last half century, Education in the United Kingdom has expanded and improved drastically;
society has become ‘educationalised’ and inequalities have been diminished (Jones, 2003). Despite
advances, criticisms of the education system within the country are common and are often signalled
with the words ‘failure’ or ‘crisis’ in the media. This section will examine some of the more outstanding
aspects of education in the UK, with a particular attention on England.
2.1 Overview of history of British education
Education in Britain has a long tradition and, indeed, extends back to the times of the Roman occupation,
during which time the earliest schools were introduced. These schools are likely to have been for the
children of the Romans themselves and British aristocracy who had adopted Roman culture. The spread
of Christianity and, in particular, the construction of monasteries, seem to have also contributed to some
form of formal education after the fall of the Roman Empire. Here, an important figure was Agustine of
Canterbury, who established two forms of schools: the grammar schools, to teach Latin and the song
schools to train choirboys. The origins of the grammar school were not particularly linked to the concept
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of grammar itself until the Middle Ages; instead, they were devised as a preparation for reading
(particularly reading aloud) and comprehension and commentary of texts rather than an isolated
treatment of grammar itself.
In the 8th century, Alcuim, a schoolmaster from Northumbria, influenced the development of a new
type of school, which taught grammar, rhetoric, law, poetry astronomy, arithmetic, geometry, music and
scriptures, although it should be remembered that all of this was church-orientated. This development
of schools was interrupted by the Viking invasions and for a long time education was in decline. With
the Norman Conquest, however, secular schools began to appear and French was used as the medium
of instruction in many schools rather than Latin. For the most part, education was based on vocational
training (mainly for priests or monks) although it was also used for elite members of society, such as the
royal family.
Historical evidence suggests that some form of teaching began at Oxford in 1096; the University
rapidly developed when Henry II prohibited students from going to the University of Paris. Between the
years 1100 and 1500 education expanded greatly and virtually every town had at least one school. In
1440, Eaton College was founded by Henry VI. During Henry VIII’s reign, it is estimated that there were
around 400 schools in England. At this time, Greek was added to the curriculum and the study of
literature was increased. Studies in the vernacular language, including geography, philosophy, music and
physical enquiry were also encouraged during the Renaissance.
From the 1600s to the 1800s the concept of universal education took on more and more momentum.
In 1640 Comenius was invited to the House of Commons to help establish an agency for promoting
learning. By the start of the 18th century, the curriculum began to take on its modern form and, among
other subjects, took on modern languages and physical sciences. It was not until the Industrial
Revolution, however, that more serious attempts were made to introduce a more universalised form of
basic education. Despite opposition, new schools were being built during the 1800s and more than half
of the child population attended school for at least two years.
During the 20th century, many developments have taken place including the push for child-centred
education during the 1960s and the development of vocational training and the marketisation of
education. This has been considered by many to be the beginning of the end of a public service which
has been overtaken by more commercial interests.
2.2 Education in Britain today
At the moment of writing, the British educational system is undergoing a number of important changes.
It should be mentioned that education in the UK is one of the areas in which policy is devolved to the
regional governments in England, Scotland, Wales and Northern Ireland. Nevertheless, there are many
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similarities between the education systems employed in all four countries and, indeed, there are a
number of core educational principles which are shared by all of the Commonwealth countries. The age
of attending schools varies slightly between the countries making up the United Kingdom, but in general
terms the ages are those shown below.
Age Stage
3-5 Foundation
5-7 Primary / Key stage 1
7-11 Primary / Key stage 2
11-14 Secondary / Key stage 3
14-16 Secondary / Key stage 4 and GCSEs
Vocational Training, BTEC and NVQs
16-18 Upper Secondary / Key stage 5 and A Levels
Vocational training, BTEC and NVQs
18+ University undergraduate and postgraduate degrees
Vocational Training, CVET
The majority of children in the UK (over 90%) attend state schools, supported by local public funds,
or academies, which are sponsored directly by the Department of Education; the remainder of pupils
attend private or church schools. Academies were established in England by the Labour Government in
the year 2000. These academies generally follow a comprehensive curriculum, but several specialise in
certain areas, such as business, engineering, performing arts or modern languages.
Throughout the UK there are several commonalities. It is normal for students to wear uniforms, for
example, regardless as to whether or not they attend public schools or private ones. In addition, most
students, even those in the more independent academies, tend to follow the Key Stages of education
and complete similar high-stakes examinations (G.C.S.E. and A Levels).
In terms of individual subjects, special attention is given to English, Mathematics and Science. As far
as English language and literacy are concerned, teachers are expected to develop oral and written skills
in addition to vocabulary in every subject. In terms of reading and writing, in addition to providing
practice in all subjects, the national curriculum is supported by a series of wider reading initiatives
(ambitious objectives for home reading and use of library facilities).
At the age of 16, students typically sit their GCSE’s (General Certificate of Secondary Education) in
England, Wales and Northern Ireland. In Scotland, however, students complete 'Standard Grade'
examinations. It has normally been the case that part of the score of the GCSEs have been given by the
class teachers and another percentage determined by an external final examination. At this stage,
students may also opt to do initial vocational training qualifications including National Vocational
Qualifications (NVQs) or Business and Technology Education Council qualifications (BTEC).
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Generally, when students complete their compulsory education, they either sit their A-levels
(Advanced Level), begin a vocational training course, or start to work. In Scotland, students may also
choose to study for higher grade examinations. Typically, in the case of A Levels, students complete
three or four subjects, which allows them to focus more in depth in specialist areas, but, some argue,
does not give them a wider educational perspective. The course is divided into two years and students
normally do part of the examination (A/S level) at the end of the first year.
In terms of Higher Education Institutions, around 30% of 18 and 19-year old students attend either
Universities, Teacher-Training Colleges or other Higher Educational Colleges. Those who attend
University normally opt for a Bachelor of Arts (B.A.) or Bachelor of Sciences (B.Sc.) and some later go on
to do a Masters in Arts or Sciences (M.A., M.Sc.). The Doctoral Degree of Philosophy (PhD.) is awarded
to students who successfully complete a thesis in humanities or science which contributes to the current
body of knowledge. The term ‘class’ is typically used for the grades awarded to students during at the
end of their degree course and, passes include: First class honours (1st), second class honours, upper
division (2:1), second class honours, lower division (2:2), third class honours (3rd) and Ordinary degree
(pass). Today, two universities, Cambridge and Oxford, are among the top ten Shanghai ranking of
universities in the world.
For those not wishing to study at University, in addition to NVQs there is also a system of continued
vocational education and training (CVET). The main objective of this type of course is to give adults
another chance of gaining qualifications and to ‘upskill’ their existing work skills, although the courses
are also open to young people. On vocational courses, it is common for students to go on placement in
the workplace. Similarly, it is frequently the case that when workers begin full time in a job they are
encouraged to continue to train by doing part-time courses and obtaining official professional
certificates. In many businesses a day-release scheme is available for their workers and certificates allow
them to go for promotion or receive better rates of pay.
A final point to mention in this section is the treatment of language learning in the UK. At the moment,
language study at universities is going through a critical period as more and more departments are either
closing or merging. Languages have traditionally been considered to be difficult by students during
compulsory education and students are able to drop language subjects at the age of 14, and many
students in England choose to do so. The opposite trend, however, is the case when students study a
native language; this is the case of Irish, which is the language option taken by a large number of students
in Northern Ireland (normally from a Catholic background), and Welsh in Wales. The regional
governments are currently trying to address this problem in the light of European internationalisation
policy and with the increasing recognition there that languages other than English are needed for
international business.
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3. Education in the United States
Unlike the education system of other countries, the responsibility for education in the United States falls
mainly under state and local government. This means that there are varying standards in the curriculum
as well as requirements for teachers and students. Certain commonalities are in place, however, such as
the division between elementary education, high school systems and higher education. This section will
examine some of the important features of the history of education in the USA as well as a number of
the main characteristics of education today.
3.1 Historical overview of education in the USA
Today in the United States the majority of schools are public and secular, but, as Rury (2005) mentions,
in the past this was not the case. During colonial times, the government had few obligations and
education was largely left to families and the earliest schools were either church-run or established by
groups of people who charged fees. In the majority of colonial cities, the schools catered for all sections
of the community, although there were distinctions ‘in wealth and status that marked both students and
institutions’ (Rury, 2005: 1).
Between the American Revolution and the Civil War, the number of schools grew dramatically as
cities became more populated and industrialised and many called for the creation of a public schooling
system. These calls were even louder during the 19th century with the continued increase of immigrants.
Initially, many public primary schools were created at this time to teach indigent classes correct
behaviour and morality (Rury, 2005: 3). During this century, there was a major transition from private
to public education and by 1900, most schools systems had established kindergartens for very young
pupils and grammar or high schools for older students. In addition, many specialised programmes of
study were created in order to cater for specific labour needs.
During the 20th century a series of debates arose around the area of curriculum, school control and
efficacy in education. Public education was decentralised and corruption, in terms of enrolment and
teacher contracts, was common (Rury, 2005). This was to change, however, with the creation of a
modern school superintendency which began to pave the way for more impartial and efficient school
systems.
One of the most important issues of education up until the mid-twentieth century was that of
segregation. It was only in 1954 that the Supreme Court in the United States declared that the
prohibition of black children from attending white schools was unconstitutional. Problems with
inequality among minority students do, however, remain. Demographics has traditionally played a large
role in schooling in America, and, according to Rury (2005), in the 1970s the process of suburbanisation
created several problems. The first of these was that of segregation, as certain minority groups settled
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in specific urban areas while whites moved to the suburbs. At the same time, urban schools were larger
and had more disadvantaged children. These are issues that continue to affect the present-day
education system despite the 2001 No child Left Behind Act.
3.2 Education today in the USA
Today in America, education is a right and an obligation for all children and is supervised by the U.S.
Department of Education, which establishes policies of federal financial aid for education and focuses
national attention on key educational issues. This supervision, however, does not mean that there is a
national system of education; instead, each state has control of its own education system and the federal
government provides some funding.
Students normally attend school between 5 and 7 hours per day for nine months a year from
September to June and public education is supported from kindergarten to year 12. Most schools are
public and students do not wear a uniform, but there are also private schools, including single-sex
schools and schools where a uniform is required. Despite the general public nature of the school system,
many students attend private pre-schools and up until the age of 5.
Elementary schools are the equivalent to primary education and go from 6 to 11 years of age in grades
1 to 5. After 5th grade, students go to Junior High (6th to 8th grade) and then to High Schools until the age
of 18 (9th to 12th grade). Students are called ‘freshmen’ during their first year of high school, and
‘sophomores’ and ‘juniors’ in their second and third years respectively.
Opportunities in state-funded compulsory education vary considerably across the country, within
States and within schools. While the standards in some schools are very high, in others they are lax; the
same is true for college entrance requirements. Students at the same grade level may take different
courses although most schools require students to study English, mathematics, science, social studies
and physical education.
One important aspect of life at high school is the importance given to extracurricular activities,
particularly sports. Schools normally have teams for basketball (American) football, baseball, tennis,
wrestling, gymnastics etc. and outstanding students can receive awards and scholarships for their
studies.
In order to successfully finish high school and receive their diploma, students must complete a certain
number of credits rather than complete a final examination. Upon finishing high school, students may
attend Vocational Training Institutions, often known as ‘Trade Schools’ or complete undergraduate
programmes at college, which is the term generally employed for university.
College education is notoriously expensive in the U.S.A. and it is estimated that the average cost of
doing an undergraduate course is over $20,000 per year. Students for universities are normally chosen
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on the basis of their results in high school, an interview, in the standard assessment tests (SATS) or on a
combination of these. The United States has some of the top universities in the world. According to the
Shanghai 500 top universities for the year 2017, 8 universities were American, with Harvard and Stanford
and Berkeley in the first two positions.
4. Education in other English-speaking countries
Education in other English-speaking countries varies widely. For example, in the Republic of Ireland,
despite its geographical proximity, there are several important differences. The first main difference is
that Irish language is compulsory for all students in the Republic. In terms of examinations, given the
large number of students from Ireland who study in the UK and vice versa, measures to make
recognisable equivalents between Irish secondary examinations. Students who complete their Leaving
Cert in Ireland normally complete more subjects than those typically completed for UK A Levels, so one
subject from the Leaving Cert is considered to be the equivalent of two thirds of an Advanced Level
subject.
In Canada, compulsory education, like other countries is divided into primary, secondary and
post-secondary education. Here, the majority of children are obliged to stay on at school until the age
of 16; however, in certain provinces, such as Ontario or New Brunswick, the leaving age is 18. It is also
important to mention that education in Canada is available in most areas in English and French.
In Australia, while education is mainly the responsibility of each state and territory, in 2012 the
Australian National Curriculum started to be implemented throughout the country and will be
mandatory for all primary and secondary schools. A major difference between schools in Australia, as
well as New Zealand, and other English-speaking countries is that the school year begins in late January
or early February and ends in mid-December. While English is the majority language spoken in Australia
and New Zealand, in the latter of these two countries Māori has been receiving greater levels of
recognition than previously and is becoming increasingly more available for students.
5. Curricular and Pedagogical considerations
Pluricultural competence is recognised within the recently published Companion Volume to the
Common European Framework (CoE, 2020) as a fundamental component of communicative
competence. Knowledge of other cultures allows students to have a more enriched perspective, opens
them to new cultural experiences and facilitates communication with individuals from the target-
language countries. This competence has been recognised for a number of years within national and
regional legislation for compulsory education (see MECD, 2015a; 2015b; Consejería 2016; 2020). Firstly,
in dealing with linguistic competence, the legislation points to the need for an 'intercultural approach'
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as a fundamental contributing area for linguistic communication. In terms of the specific key
competence, known as 'Cultural awareness and Expressions', MECD (2015b) points, among other areas,
to the need to know, understand and appreciate different cultural manifestations and to consider them
as part of the wealth and patrimony of diverse peoples.
In addition, the thematic areas of education and culture, among other relevant topics, are prevalent
throughout the curriculum for English as a foreign language. In this sense, it would appear that
familiarisation with certain aspects of English-speaking education systems could be readily justified.
Given the closeness in terms of age and cultural relevance of British, American and other English-
speaking educational institutions, the use and examination of similarities and differences between Spain
and these nations in terms of schooling could provide an interesting area of work for students. More
than learning dates and figures, however, exposure to differences could focus on more on
communication that allows for incidental learning and, in this sense, decisions need to be made in terms
of what cultural elements are included in lessons (Harmer, 2012). Whatever the treatment given,
however, it would appear necessary to ensure that facts are treated in a way which moves away from
stereotypical aspects and which gives students both the cultural knowledge and competence. In terms
of the major pedagogical considerations that refer to the teaching and learning of cultural components,
Newby et al (2007) mention the need to:
• Use materials which awaken learners’ interest in other language cultures
• Create opportunities for students to explore the target culture
• Use a variety of materials that make learners aware of similarities and differences between the
home and the target cultures
• Use activities (role plays, simulated situations, etc.) which help them develop cultural
competence
• Use a variety of materials which help learners reflect on the ‘otherness’ and different value
systems
• Employ activities which make learners aware and critical of stereotyped views
• Use activities which make learners aware of the interrelationship between culture and language.
All of these aspects would appear to enable students to have a greater understanding of the culture,
reduce prejudices towards people and values from the target cultures and enhance their ability to
successfully communicate with others.
In addition to participating in tasks and projects related to education systems in English-speaking
countries, it would seem particularly appropriate to work in conjunction with students from other
schools in these countries. While visits and exchange programmes may be available for a number of
students, it would be important to ensure that everyone has the chance to participate in direct
communication with learners from other contexts. In this sense, the use of synchronous (e.g. skype or
googlechat) or asynchronous (email, blogs) formats can contribute to this. Additionally, international
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project platforms, such as eTwinning (see,,,,) can also facilitate communication and collaborative
learning between students through meaningful tasks and projects.
6. Conclusion
Education in English-speaking countries has a history which has blended with international trends to
form their own unique systems. Since education is undoubtedly a major part of students' lives, the
framing of cultural activities within topics related to this area would seem to be an appropriate and
academically profitable exercise. In addition to the potential interest that could be created by working
with communicative tasks which incorporate elements in English-speaking educational contexts, there
are also a series of practical issues. Familiarisation with other educational contexts can build awareness
of cultures and prepare them for possible periods of study outside Spain. This preparation can include a
greater understanding of common practices, a familiarisation with key aspects of the language and,
ultimately, enhance their abilities to partake in educational experiences. All of these issues are important
in helping students deal with aspects related to real life experience beyond the classroom.
An important dimension in learning about the school systems of other countries is that which may
arise through direct contact between students from the home culture and learners from the target
culture. This is perhaps where students can obtain first-hand information in a way which is motivating,
engaging and meaningful and which can incorporate many other areas related to their sociocultural
knowledge in particular and to their communicative competence as a whole.
Legislation
Consejería (2016). Orden de 14 de julio de 2016, por la que se desarrolla el currículo correspondiente
al Bachillerato en la Comunidad Autónoma de Andalucía.
Consejería (2020). INSTRUCCIÓN 9/2020, de 15 de junio, de la Dirección General de Ordenación y
Evaluación Educativa, por la que se establecen aspectos de organización y funcionamiento para
los centros que imparten Educación Secundaria Obligatoria
MECD (2015a). Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo
básico de la Educación Secundaria Obligatoria y del Bachillerato.
MECD (2015b). Orden ECD/65/2015, de 21 de enero, por la que se describen las relaciones entre las
competencias, los contenidos y los criterios de evaluación de la educación primaria, la
educación secundaria obligatoria y el bachillerato.
References
CoE (2020). Common European framework of reference for languages: Learning, teaching, assessment.
Companion volume with new descriptors. Strasbourg: Council of Europe.
Fielder, E., Reimer, J. & Norman-Risch, M. (1990). America in Close-up. Essex: Longman.
Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman.
Rury, J.L. (2005). (ed.). Urban Education in the United States: A Historical Reader. New York: Palgrave.
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