The Vocational Aspect of Secondary and Further

Education

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‘City and Guilds’ examinations

D.E. Wheatley

To cite this article: D.E. Wheatley (1959) ‘City and Guilds’ examinations, The Vocational Aspect of
Secondary and Further Education, 11:22, 31-59, DOI: 10.1080/03057875980000041

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Published online: 30 Jul 2007.

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 'CITY AND GUILDS' EXAMINATIONS
A Complex and Evolving Pattern
By D. E. WHEATLEY
Deputy Director (Development), City and Guilds of London Institute

1. The Institute' s aims, origin and authority

1.1. The aim of the City and Guilds of London Institute is the advancement of
technical and scientific education as a service to industry, the nation and the
individual. The Institute was founded by the Guilds of the City of London, in
association with the City Corporation. The Guilds had traditionally been con-
eerned with apprenticeship, training and high standards of workmanship; but
by the nineteenth century, the effects of the industrial revolution had dislocated
the apprenticeship system that the Guilds had developed. In 1876, the Guilds
resolved to take action to meet the country's elamant need for the development of
technical education and training--a need so clearly demonstrated by the Great
Exhibition of 1851, growing overseas competition and numerous other indica-
tions. This action resulted in the foundation in 1878 of a corporate body 'The
City and Guilds of London Institute for the Advancement of Technical Educa-
tion' which permitted the Guilds, in association with the City Corporation, to
act collectively rather than individually, and throughout the country as a whole,
instead of solely in the metropolis. The Institute now discharges on a corporate
basis those responsibilities which the great craft Guilds carried out so well during
the Middle Ages up to the Industrial Revolution on an individual basis. With the
Guilds still behind it, the Institute draws upon the wealth of tradition connected
with the best in craftsmanship, whilst maintaining a virile outlook and policy
because of its close contacts with progressive branches of industry.
1.2. The Institute was incorporated under the Companies Act in 1880 and
received the grant of a Royal Charter by Her late Majesty Queen Victoria in
1900, as an educational association
• .for the advancement, dissemination, propagation, promotion, culture, and
.

application of all such branches of Science and the Fine Arts as benefit or are of
use to, or may benefit or be of use to, productive and technicalindustries especially,
and to commerce and industry generally . . . .
1.3. A notable feature of the Royal Charter and its associated statutes is the
very wide scope within which the Institute is empowered to act, both as regards
its field of operation and in the application of its powers in particular fields.

2. The Institute's major fields of activity

2.1. The Institute's major activities have been in two fields, viz. (a) the estab-
lishment or support of teaching institutions, including the approval, registration
32 City and Guilds Examinations
and payment of teachers, and (b) the holding of technological examinations at
local eentres throughout the Commonwealth and Empire. It is with the latter
field that this article is primarily concerned, but no account of the Institute's
work can be complete without at least some reference to its contribution in the
institutional field.
2.2. In the first few years of its existence, the Institute established:
(a) The Central Institute, later becoming the City and Guilds College, now the
largest of the three constituent colleges of the Imperial College of Science
and Technology, of which it forms the Engineering Section. From its
foundation, the College has devoted itself to the highest levels of teaching
and research in engineering and applied science subjects. The Institute
derives great satisfaction from the fact that, in the government's pro-
gramme for the substantial expansion of higher technological education,
the Imperial College as a whole and the City and Guilds College in
particular, have been accorded a special place. Although the College is
now academically a part of London University the Institute maintains
close contact with it through active participation in the Delegacy. This
contact is extremely valuable as making a reality of its interest in technical
education at all levels.
(b) Finsbury Technical College. This college was a pioneer and prototype
of technical institutions in this country. It was erected in 1882 and pro-
vided full-time and part-time courses in science and engineering, corre-
sponding broadly to those provided nowadays by a 'regional college'.
In 1926 the Institute dosed the College as having fulfilled its pioneering
purpose.
(c) The City and Guilds of London Art School The School is at Kennington
and still provides training in sculpture and carving, painting and drawing,
etching and lettering.
2.3. Besides establishing its own three teaching institutions, the Institute made
grants to promote the establishment of a number of technical institutions, and it
approved, resistered and made payments to technical teachers in the period
prior to the assumption of such responsibilities by the Board of Education and
the local authorities. The Institute's early interest in the quality and character of
teaching is nowadays still reflected in its Technical Teachers' Certificates and
in a variety of means that it adopts to ensure that appropriate guidance is given
in connection with courses for its technological examinations.

3. Technological examinations
3. I. The Institute's primary purpose in holding examinations is to promote the
establishment of courses of study appropriate to the needs of those engaged in
industry. Its published schemes of syllabuses and related examination regulations
give guidance and incentive to teachers and students, set nationally recoguised
 D. E. W H E A T L E Y 33

standards of attainment and provide machinery whereby industries can develop

and adopt on a national basis schemes of further education which are integral
components of apprenticeship and training schemes. For its part, the Institute
recognises fully that it is by systematic study, rather than by examination, that
the individual student achieves his objective.
3.2. For the purposes of convenient publication, the examination syllabuses
(which are listed in Appendix 2) are grouped in the following broad industrial
fields:
A. Chemical, Metallurgical, Mining, etc.;
B. Textiles;
C. Telecommunication and Electrical Engineering;
D. Mechanical Engineering, etc.;
E. Building;
F. Printing;
G. Clothing, Footwear and Distribution;
H. Domestic Subjects;
L Catering and Food Technology;
J. Teachers" Certificates;
K. Artistic Crafts and Special Subjects;
L. Agriculture and Agricultural Engineering;
M. Furniture.
3.3. Over this broad and diverse field, the Institute receives annually entries of
the order of 130,000 candidates for its examinations in over 200 subjects from
over 1,200 local examination centres at home and overseas. The examinations
involve the preparation of over 1,000 separate examination question papers.
The Institute makes no attempt whatever to acquire competence in all these
fields through its own secretariat. It relies instead on the advice of expert
advisory committees, one for each subject or closely related group of subjects,
representative of the various interests concerned in the subject at national level,
e.g. the industry through its responsible national organisations representing
employers and employees, the professional institutions related to the technology,
the teclmical colleges through the Association of Technical Institutions, the
Association of Principals of Technical Institutions, and the Association of
Teachers in Technical Institutions, the regional examining unions, the local
education authorities, related industrial research institutions, interested govern-
ment departments, the appropriate City Guild or Livery Company, and the
Ministry of Education. In addition to the contacts that are possible through the
officially nominated representatives of advisory committees, the Institute takes
the greatest possible care to establish cordial and close relations with technical
colleges, teachers, firms and others concerned so as to foster the reciprocal
exchange of information and ideas, and to avoid any possibility of the Institute
being regarded as a remote and Olympian body, unconcerned with contemporary
requirements and problems.
C
34 City and Guilds Examinations

4. The lnstitute's modus operandi

4. I. A picture of the Institute 'in action' can perhaps best be given by reference
to a specific subject. A typical example is provided by the Institute's examination
subject No. 79, Instrument Maintenance, which is intended to provide a course
of study and related examinations for mechanics and technicians concerned in
the maintenance, repair and installation of the complex scientific instruments
used for process and production control in industrial plants, as for example in
the chemical, iron and steel, and oil refining industries. This was a relatively new
field, and presented a number of problems characteristic of the industrial situa-
tion today. Certainly, the Institute found itself quite unencumbered by existing
precedents! The stages in the evolution of this new scheme may be summarised
as follows:
(a) initial approach to the Institute by the Society of Instrument Technology,
through the medium of a study group representing the chemical, iron and
steel, oil and instrument making industries;
(b) preliminary examination of the proposal by Institute staff;
(e) examination of proposal in relation to its intrinsic educational validity and
national educational policy, by the Institute's Examinations Board on
which serve representatives of the education departments and the principal
national and regional educational asociations (see Appendix 1);
(d) examination of proposal in the light of Institute policy by the Institute's
'Technology Committee';
(e) the setting up of an exploratory committee, including representatives of
the ehemicai, iron and steel, oil, electrical and instrument making indus-
tries, engineering employers, Air Ministry, the Institutions of Mechanical,
Electrical and Production Engineers, the Institute of Physics, the Ministry
of Education, the Association of Technical Institutions, the Association
of Principals of Technical Institutions, the Association of Teachers in
Technical Institutions, and three individual educational and two individual
industrial representatives as 'Additional Advisers';
(f) eonsideration by the exploratory committee of the 'desirability and
practicability of the Institute preparing a scheme for courses and related
examinations in Instrument Maintenance';
(g) preparation by a syllabus sub-committee of a draft scheme of syllabuses
and examination regulations for courses and examinations in Instrument
Maintenance;
(11) consideration of draft scheme by full exploratory committee;
(i) consideration of draft scheme, as approved by exploratory committee, by
the Institute's Examinations Board, especially in respect of educational
criteria;
(j) adoption of draft scheme by the Institute following its approval by the
Technology Committee;
 D. E. WHEATLEY 35

(k) publication of scheme in the Institute's programme, with extensive

publicity in educational and industrial journals, to promote the setting up
of courses in technical colleges in centres where the industries concerned
are located.
4.2. On the formal adoption of a new scheme by the Institute, the exploratory
committee responsible for its preparation is reconstituted as the standing
advisory committee for the particular subject. Thereafter the committee is
virtually autonomous in the control of its subject within the general framework
of the Institute's objectives and the context of the educational system. The duties
of the advisory committee include responsibility for:
(a) keeping the structure of the scheme and the detailed syllabuses under
constant review so that they continue to meet current industrial needs;
(b) ensuring that the examinations, both in content and standard, are relevant
to current industrial and educational practice;
(e) maintaining the closest possible contacts with colleges providing courses;
(d) examining possible developments suggested by experience or indicated by
future trends;
(e) generally advising on all matters connected with the scheme.
4.3. An impressive feature of these committees is their abounding vitality. The
Institute in London is not a remote, authoritarian body, on the contrary, it
provides an administrative framework with a minimum of control within which
those intimately in contact with and responsible for meeting the educational
requirements of industry come together to decide how best they may be met.
There are now over 200 of these expert committees, with some 2,000 devoted
members, and it is undoubtedly in them that the real strength of the Institute
lies. Great advantages accrue from the cross-fertilisation of ideas between the
educational and industrial sides and by one committee producing ideas which
are applicable to other fields. The Institute has, indeed, been referred to recently,
and not entirely inappropriately, as a 'federation of advisory committees'.

5. Characteristics of' City and Guilds' schemes

5.1. The great diversity in industrial requirements for education and training,
both from industry to industry and for different levels in the same industry are
reflected in the diversity of the Institute's courses. A 'City and Guilds' scheme is
'tailor made' to meet a defined need and category of industrial employee. The
courses may differ in respect of length, the number of grades of examination, the
academic standard on entry, the content of related science and mathematics,
the inclusion or otherwise of practical work, whether completion of a course is
a condition of entry to the examination, whether courses need to have prior
approval by the Institute, whether eoursework in laboratory or workshop is
taken into account in determining results, the nature and pattern of the examina-
tion and so on. In the case of the Technical Teacher's Certificate, the examination
36 City and Guilds Examinations
is in part 'external' by the Institute and in part 'internal' by the college and
assessed by the Institute. It is, therefore, very difficult to classify the Institute's
schemes; moreover they form a continuous range, rather than fall into specific
and sharply separate categories. However, for internal purposes, the Institute
has recently adopted the following classification, which is primarily based on
industrial grading. But even with twelve categories, there are many marginal
cases in the allocation of schemes to them.
Symbol Meaning Example
Op = Plant Operative Boiler Operator's Certificate
Op 2 = Plant Operative, Higher Grade Chemical Plant Operation (Final)
[ Agriculture--Stage 1
C.J. = Junior Craftsman ~ Catering Trades Basic Training
L Course
f Mechanical Engineering Craft Prac-
C = Average Craftsman ~ tice ,
L Motor Vehicle Mechanics Work
C 2 = Craftsman, Higher Grade Building Crafts (Final)
f Builders' Quantities
Tn = Technician ~ Motor Vehicle Technicians' Work
L Electrical Technicians' Courses
Tn 2 = Technician, Higher Grade Combustion Engineering
Tt = Technologist Metallurgy (F.T.C.)
T.M. = Threshold of Management General Foremanship Studies (Build-
ing Industry)
Ex = Extension Subject Engineering Planning, Estimating
and Costing
T.C. = Teacher's Certificate Teclmieal Teacher's Certificate
Dora = Domestic Subject Dressmaking
Appendix 2 gives an attempt to classify the subjects of the current programme
into these categories.

6. A traditional City and Guilds scheme

6.1. A good example of a traditional' City and Guilds' scheme is Subject 63,
Machine Shop Engineering (Machinists', Turners' and Fitters' Work). This was
prepared in the 1930's as a scheme of further education appropriate to craft
apprentices in engineering machine shops. It provides for a three-year Inter-
mediate and a two-year Final course, designed to supplement the apprentice's
industrial training, and comprising at both Intermediate and Final stages,
Workshop Technique, Science, Calculations and Drawing, and a Scheme of
Practical Work. The examination requirements at each stage are a written paper
on Workshop Technique, a second paper on Science, Calculations and Drawing,
 D. E. W H E A T L E Y 37

and the certification by the principal of the teehnicaI college concerned that the
candidate has satisfactorily completed a specified range of practical work. The
minimum age of entry to the Intermediate course should normally be 16 years.
The standard of the Final examination may be gathered from the fact that
candidates passing the Intermediate and Final examinations and who also pass
college examinations in S.3 Mathematics and S.3 Applied Mechanics, at the
Ordinary National Certificate stage in Mechanical Engineering, are eligible to
enter the A.1 Production Engineering course in preparation for Higher National
Certificates in Production Engineering.
6.2. The scheme was evolved before the war, to suit the requirements of the
students then attending evening classes in technical colleges. These students
represented a small minority of keen and ambitious volunteers for technical
ed41cation. The majodty of them were indeed expected to become first-class
craftsmen or aspiring technicians. Quite properly, the character and standard of
theoretical and practical work and the supporting science, calculations and
engineering drawing, were adjusted accordingly.
6.3. In addition to high-grade craft courses of this kind, the Institute's 'pre-
war' programme included a number of other subjects such as Telecommunica-
tions, Metallurgy and Illuminating Engineering, which were much more
directly based on science and in which the objective was to attain at least
'technician' and in some cases 'technologist' standard.

7. The post-war situation

7.1. During the Second World War, the Institute recognised that with the
projected development of part-time day release classes a much broader sample
of the young people in industry would be taking courses in preparation for its
examinations. To meet this, a considerable number of schemes, including the
whole of the building craft schemes, were substantially revised. Although it was
appreciated that the post-war sample of students would be different, it was
perhaps understandable if it was hoped that with all the advantages of day
release, the school-leaving age to be raised to 15 and subsequently to 16, and the
fuller development of secondary education, the average apprentice in the post-
war period would be able to reach the level of the pre-war volunteer. Tremendous
progress has in fact been made in this direction; for example, in the 1930's,
there were about 200 passes out of 300 candidates annually for the examinations
in Machine Shop Engineering, but in 1958 there were 6,500 passes out of about
11,500 entrants. It is in some ways unfortunate that the very real achievement
that this represents has tended of late to become obscured by the fact that the
far greater numbers now passing, at the pre-war level, are nevertheless them-
selves only a minority of the potential student population. It has become evident
that courses of a different character and objective would be more suitable for the
general bulk of apprentices. Since the war, the Institute has been particularly
active in devising courses of this kind, appropriate to the needs of the average
38 City and Guilds Examinations

craft apprentice. It has also paid particular attention to the educational and
training requirements of the plant operative, the technician, the craftsman or
technician at the threshold of management, and to advanced specialised subjects
such as Engineering Inspection and Engineering Planning, Estimating and
Costing. In other words, of the twelve categories into which the Institute's
schemes are elassified in paragraph 5 above, at least six are almost entirely
post-war developments (Plant Operative, Plant Operative Higher Grade,
Junior Craftsman, Average Craftsman, Threshold of Management, Extension
Subject) and in the same period the provision for the technician has been far
more clearly defined and greatly extended. In this process of development, the
Institute's programme has come to reflect more precisely the detailed pattern
and wide range of occupations in industry. There are no longer, as there were in
the nineteenth century, single omnibus subjects such as' Mechanical Engineering'
and 'Alkali Manufacture', but instead a range of subjects, each related to a
particular occupation, and with much more narrowly defined educational levels.
This is perhaps most clearly seen in the revised syllabuses for building subjects
that are now in preparation and in which a sequence of courses at no less than
five levels lead from craft apprentice to general foreman in charge of a whole
site.
7.2. Some notes on the salient characteristics of the major categories of schemes
listed in paragraph 5 above, are given below.

8. Plant operatives' courses

8.1. The term' operative' is used in this article in a special and restricted sense
to describe someone of limited academic attainment who is engaged in the
operation of plant such as boilers, steam turbines, or process plant as found in
the chemical and metallurgical industries, or machinery whose operation does
not call for traditional craft skill, as in the rubber and leather manufacturing
industries. [It should be noted that the usage of this word varies in different
industries and may not be the same as here used, e.g. in building, the word
traditionally covers craftsman.]
8.2. Normally in these courses special attention needs to be given to:
(a) the provision of a course of limited duration (i.e. with the objective
dearly visible ahead) and with a character and tempo attuned to the
interests and capacity of unselected secondary modern school leavers and
men who may have been away from any form of education for many
years;
(b) the provision of an introductory technical background at a very element-
ary level; supplemented b y -
(e) more detailed and specialised technical knowledge, with a very practical
approach, of the particular operations or type of plant with which
individual operatives are concerned; this is usually covered by providing
 D. E. W H E A T L E Y 39

a range of optional sections in the syllabus or by setting examination

papers with a wide choice of questions;
(d) strict limitation of mathematics and science; that which is included must
have immediately obvious relevance to practical operation and usually
be presented as an integral part of the technical syllabus;
(e) examination papers--these should not call for lengthy written answers
nor deal with matters outside the candidate's experience or responsibility,
though they do not by any means require to be all of the 'yes/no' type;
(f) the introduction of realistic practical tests where appropriate. These are
sometimes impossible for technical and/or administrative reasons (e.g.
in steel-making), but in cases such as boiler operation are of crucial
importance;
(g) co-ordination of the course of further education with industrial practical
training.
8.3. A notable feature of these courses is the (relatively) substantial educational
achievement of many of the students and the extent to which the more successful
of them progress to more advanced studies and responsibilities.
Typical examples are:
75.---Boiler Operator's Certificate. A prototype 'operative's course', illus-
trating:
(a) limited duration (minimum 50 hours, though usually rather more);
(b) a direct and elementary syllabus with the minimum of necessary science;
what there is (e.g. combustion, heat transmission, hardness of water,
change of state) is closely integrated with the technology;
(c) a question paper of special design; with three types of 'short-answer'
question ranging from 'Which is correct ?' to questions requiring up to a
quarter of an hour of writing; some aspects of the paper are partly to give
' customer appeal';
(d) a practical/oral test of completely realistic character on the correct,
intelligent and safe operation o f the candidate's own plant.
1957--1,481 candidates, 82 per cent passed
1958--2,609 ,, 79 . . . . . .
192.--Steam Turbine Plant Operation. Modelled closely on the Boiler Opera-
tor's Certificate (First Examination, 1957).
1957--360 candidates, 90 per cent passed
1958q135 ,, 84 . . . . . .
15.--Iron and Steel Operatives' Course. Designed and successfully used as an
integral part of the British Iron and Steel Federation's schemes of training and
education for junior works operators in the iron and steel industry. Features are:
(a) a three-year course (possible because of part-time day release and excellent
co-operation from the industry);
40 City and Guilds Examinations
(b) a general introductory section and optional specialised sections;
(c) question papers are made up of very direct and straightforward questions
which do not call for lengthy answers;
(d) first-class lecture notes and visual aids for teachers provided by B.I.S.F.;
(e) the whole course is clearly designed for unselected secondary modern
school leavers.
1957--470 candidates, 76 per cent passed
1958--824 ,, 87 . . . . . .
24.--Chemical Plant Operation. A four-year course in two stages for process
workers (not scientists) on the complex plant used nowadays i n chemical,
pharmaceutical, plastics and petroleum manufacture. The first two years provide
a general background to types of chemical plant and operations, simple science,
measurement and calculation; in the last two years the academic level rises
towards technician level and there is also provision for specialisation in one of
ten specialised industrial fields. This range is now being extended to include the
petroleum refining, soaps, detergents and edible oils, and nuclear energy
fields. To some extent, this very important scheme is handicapped by the wide
variations in the technical requirements of different types of plant and the conse-
quent lack of uniformity from firm to firm in policy and practice regarding
recruitment and training.
1957--232 candidates, 74 per cent passed
1958--325 ,, 63 . . . . . .
Other Plant Operatives' courses include:
17A.--Metal Finishing Practice Certificate,
18A.--Leather- Workers" Certificate,
120.--Rubber Workshop Practice,
159.--Milk Pasteurisation and Distribution.

9. Higher-gradeplant operatives' courses

This is a miscellaneous and to some extent artificial grouping, in which the
Institute includes the following schemes:
24.--Chemical Plant Operation (Final Grade). This has already been referred
to above.
115.--Laundry Technology
112.--Flour Milling
158.--Cocoa, Chocolate and Sugar Confectionery
These schemes are of somewhat earlier origin than the typical 'Operatives'
Course'. It is implicit that at present a high proportion of the operatives engaged
in these industries will not wish to attend technical classes and those who do so
will be above average in keenness, ability and ambition. Accordingly, the
 D. E. W H E A T L E Y 41

courses are based on a study of the materials, plant, processes and simple
science of the industries and last for three, four or even, with supplementary
studies, for five years. Possession of the Final certificate is a distinct asset in
connection with promotion to junior supervisory status.
76.--Boiler House Practice. The Intermediate and Final grade courses in this
subject, each of about I00 hours' duration, are intended to follow the Opera-
fives' course for the Boiler Operator's Certificate. Practical boiler firing receives
progressively less attention whilst the theoretical principles and related science
are taken to a higher standard. The question papers are no longer of the' short
answer' type, but of traditional pattern.
93 .--Concrete Practice. This most unusual scheme is intended for the' ganger'
in charge of unskilled men engaged in the making and placing of concrete on
building and civil engineering sites. The men themselves are usually unskilled
labourers who have shown some capacity for organisation and responsibility.
Their educational attainment is, in general, extremely limited. In a series of
twenty-four lectures in each of two years, the scheme endeavours to give to the
students a sufficient knowledge of the criteria for making and placing concrete
to stringent specification. This is a highly technical matter, in which the objec-
tives oftbe design engineer can only too easily (and unwittingly) be frustrated by
improper practice.

10. Courses for the 'junior craftsman'.

These are short courses of one or two years' duration which represent the
first stage of a two- or three-stage craft course. Their characteristics are essenti-
ally those of craft courses which are more fully described below. Examples are:
150.--Catering Trades Basic Training Course (2 years)
265, 266 and 267.--General Agriculture, Stage 1 ; this is the first stage of a
two-stage scheme with six components intended to be covered over a period
of three years. The Stage 1 subjects are:
265.--Crop Husbandry,
266.--Animal Husbandry,
267.--Farm Machinery (Introductory).

I 1. Courses for the average craft apprentice

11.1. The Institute's concept of a modern craft course designed for the general
body of craft apprentices in an industry (usually referred to as a 'basic craft
course'), is one which is within the compass of all apprentices who are likely to
become skilled craftsmen. The objective is to design a course in which the average
student will find interest and stimulation and be able to make steady progress,
so that he will be beneficially exposed to educational influences throughout the
course and profit on both the technical and the general educational sides. In
such a course the craft processes and operations and the principles underlying
42 City and Guilds Examinations
craft skills are regarded as important fields of study; the craft theory and the
work done in associated subjects are given explicit relevance to the craft work
and almost anything which does not have this relevance is excluded from the
examination syllabus. In order to prevent too narrow an approach, the examina-
tion syllabus is designed to absorb rather less than the total time available, so as
to give colleges the opportunity to provide a 'general' or 'liberal' studies com-
ponent. Suggestions f o r ' general studies' as non-examination work are included
in some of the Institute's more recent schemes of this kind.
11.2. It is regarded as important that success in the examination at the end of
the course should have correlation with the student's potentiality as a crafts-
man; this enhances the importance of proper assessment of practical ability by
means of a practical examination or other methods, e.g. course work and
specimen work. This practical element also has considerable importance in
demonstrating to industry the value of a co-ordinated scheme of industrial
training and related further education, especially as no scheme of part-time
further education can attempt to provide a substitute for skill training, which is
an industrial responsibility.
11.3. A period of three years is the most usual length for basic craft courses,
but in some cases it may be two and in others four. In courses of over three
years' duration it is the practice to introduce an examination at an intermediate
stage. Arrangements are made for entry of suitable students direct to the second
year (or very exceptionally the third), and there is usually pro'cision for lateral
transfer to more advanced courses or entry to 'end-on' courses for those who
can profit from them. Many of the features referred to here are found in the
proposals now being implemented for basic craft courses in the building crafts,
which are referred to later.
11.4. The following basic craft courses may be selected as significant proto-
types, and detail of them is given below.
193.--Mechanical Engineering Craft Practice,
179. Heating and Ventilating Operatives' Practical Course,
80--86. New proposals for building craft courses.
193.--Mechanical Engineering Craft Practice. This is intended for the larger
proportion of mechanical engineering craft apprentices, who require a course
with a greater practical content and emphasis than the traditional scheme in
63.--Machine Shop Engineering (Machinists', Fitters' and Turners' Work), and
a more immediately obvious relationship between the craft work and the
science, calculations and drawing.
Interesting features are:
(a) the course lasts a total of four years and in that time it reaches about the
technical standard of the Intermediate examination in Machine Shop
Engineering, designed to take two or three years;
 D. E. W H E A T L E Y 43
(b) the theoretical and practical work relevant to individual craft competence
is more comprehensive and more demanding than in the machine shop
engineering course, whilst on the other hand, calculations and drawing
are more modest and more closely confined to matters relating to craft
practice;
(c) the syllabuses for craft practice, craft theory, and related studies (science,
calculations, etc.) are set out in three parallel columns with associated
items horizontally aligned to emphasise to both teacher and student their
close interrelationship;
(d) a practical exercise lasting twenty-hours for Stage I and forty hours for
Stage 2 has to be carried out in the college in the term prior to the examina-
tion-thus emphasising that the course is of a practical, not a theoretical,
character;
(e) suggestions for suitable 'Social Studies' are included, with the require-
ment that colleges put on a course of this kind and--for obvious reasons
--make their own arrangements for examining on it;
(f) the Institute publishes as a separate document a series of suggested
practical exercises showing the type and standard of practical work that is
expected to be done in the college during the course.
The first examination will be held in 1959. The demand for the syllabus,
specimen question papers and suggested practical exercises, has been remarkable
and the scheme may well have almost revolutionary significance in technical
colleges and industry.

179.--Heating and Ventilating Operatives' Practical Course. Developed in

1953--4 to replace entirely the 'traditional' subject, (177) Heating and Ventilating
Engineering Practice, the Operatives' Course (179) was introduced because of
complaints from employers that their apprentices could hardly be persuaded to
attend the part-time day classes in subject 177, that they gained little profit from
them and subsequently failed in the City and Guilds examinations. The new
Operatives' Course has been very successful and is highly regarded by the
industry and the technical colleges. The core of the course is 'what the young
operative has to do' and the curriculum and syllabus are of some interest,
especially in comparison with the earlier scheme, with its smaller practical
element and much greater emphasis on science and calculations.

New Scheme (179)

Curriculum Systems of Heating Installations,
Tools, Fittings and Essential Operations,
Erection and Assembly,
Related Science and Drawing.
Examination 1 Written Paper of 3 hours' duration,
1 Practical Test of 5 hours' duration..
44 City and Guilds Examinations
Old Scheme (177)
Curriculum Heating, Ventilation and Related Science,
Calculations and Drawing,
Workshop Practice and Processes,
Materials and Processes,
Builders' Work,
Drawing, Quantities and Job Organisation,
Principles of Electricity.
Examination 2 Written Papers of 3 hours' duration on:
(Final) (a) Heating and Ventilation, and
(b) Materials and Processes, Builders" Work,
Drawing and Quantities and Job Organisation.
No-practical examination.
1953 Old Scheme--162 candidates, 50 per cent passed
1957 New Scheme--291 ,, 74.6 . . . . . .
1958 New Scheme--365 ,, 71.2 . . . . . .

The more advanced aspects of the old course 177 are now dealt with in a
separate course, (181) Heating and Ventilating Technicians' Course.
Building Crafts: 80---Carpentry and Joinery; 82--Brickwork; 83--Masonry;
84---Plasterers' Work; 86---Plumbers' Work; 96---Roof Slating and Tiling.
The whole structure of the Institute's schemes for the building crafts is being
radically revised and new syllabuses drawn up accordingly. The principles on
which the revisions are being based represent fairly closely the Institute's general
approach to craft courses.
The principal features are:
(a) A three-year basic craft course based on the fundamental requirements
of an apprentice likely to become a good average journeyman. As in the
ease of the new scheme in Mechanical Engineering Craft Practice, the
craft practice, craft theory, and related studies are closely inter-related.
The craft theory syllabuses and those in the related subjects will be laid
out in parallel; but this is not always possible in craft practice because of
the difficulty of maintaining the same rate of progress as in the theoretical
work. There is a syllabus on' general studies' and the examination syllabus
is intentionally drawn up so as to leave sufficient time for these general
studies and other non-examination work that the individual colleges may
wish to provide.
(b) For below-average students, e.g. those from the B and C streams of
secondary modern schools, a one-year preparatory course is suggested.
This is not a colourless and academic course in English, mathematics and
science, but includes workshop practice in the student's own craft and the
technical drawing, science, calculations and English in the syllabus are
 D. E. WHEATLEY 45

intended to be closely related to the building industry. The Institute will

not examine at this level.
(c) For above-average students there is provision for entry direct to the
beginning of the second year or, very exceptionally, to the third year of the
basic craft course.
(d) The examination at the end of the basic craft course leads to a 'Craft
Certificate' in the particular craft. This is not designated as an Inter-
mediate Certificate, as for some students it is properly regarded as a
terminal qualification.
(e) For the student who shows he can profit from more advanced courses,
there is an 'Advanced Craft Course' of two years" duration, based on
advanced craft practice and with a rather stronger element of science and
mathematics, though these are still directly related to the craft theory.
The standard of the 'advanced' examination corresponds closely with
that of the present Final.
(f) End-on to or parallel with the Advanced Craft Course is a supplementary
Full Technological Certificate course intended to enlarge the student's
knowledge of general building construction, mathematics, and science,
and to introduce him to the elements of supervision. The purpose of this
one-year course is to widen the student's technical base beyond that of a
single craft, to introduce him to the problems of supervision as a prepara-
tion for a subsequent course in Craft Foremanship Studies, and to achieve
a fair standard in literacy and powers of communication.
(g) The one-year course following the F.T.C. course is in Craft Foremanship
Studies. It is intended to meet the requirements not only of men who will
remain as craft foremen, but also those for whom it will represent a pre-
paration for the subsequent and more advanced course in General Fore-
manship Studies (already in existence), which calls for a much more
advanced level of supervision, administration, control, and technical
knowledge.
(h) It will be seen that the scheme as a whole is made up of a number of
separate units, each of which is able to stand on its own as a suitable
course for the students for whom it is primarily intended. Yet each also
leads naturally on to a further course of more advanced character. The
provisions for the additional preparatory course, or for exemption from
the first or second year of the basic Craft Course, enable the slower student
to acquire the necessary grounding, or the more able student to make
rapid progress to the advanced levels. By comparison, the existing
schemes provide only four-year courses in which even the very earliest
years are modelled on the assumption that all students will proceed to the
advanced level of the Full Technological Certificate, which in fact less
than 10 per cent achieve. An outline chart illustrating the new proposals is
given below.
46 City and Guilds Examinations
Outline of Revised Structure of Building Craft Courses
(a) only if needed; ~ !............................................................................... i Objectives
(b) part-time day at | :: 1-yr. PREPARATORYCOtmSE (a) 'the three R's';
technical college, L i (for below-average recruits only) i
not evening in- [ i - i (b) interest and
stitute; | ................................................................................ application
(c) craft basis J

(a) part-time day and Craftsman's mini-

evenings; 3-yr. BASIC CRAFT COURSE
(b) for all appren- mum technical re-
(average apprentice's requirements) quirements
tices

2-yr. ADVANCEDCRAVr COURSE Higher-grade

(a) part-time day ] craftsman's
and/or evenings; | (for abler apprentices)
requirements
(b) for those profit-
hag from further
study;
(c) possibly 2-yr.
combined Broader technical
course, day and 1-yr. FULLTECH. CERT. COURSE
evenings educational and
(for ambitious apprentices) base for further
study

Craft foreman's
Evening classes 1-yr. CRAft Fot~r~.~'qsrm, needs (technical,
STUDIES administrative,
supervisory)

General foreman's
needs (technical,
Evening classes 2-yr. 6Er,mRALFOREMANSHrP administrative,
STUDIES managerial, statu-
tory)
 D.E. WHEATLEY 47

12. High-grade craft courses

12.1. The traditional pre-war ' City and Guilds' course in a craft subject in the
mechanical, electrical, building, printing, textile, and clothing fields, led up to a
Final examination which was admirably suited to the highly skilled and intelligent
craftsman who was pursuing his studies on his own initiative, and in his own
time, with the prime intention of gaining promotion. There was an Inter-
mediate examination after two or three years and a Final examination after a
further two years. The standard and scope of the technology, the degree of craft
skill, and the character and standard of the work in associated subjects such as
science, mathematics and drawing that were achieved in the Final examination
were distinctly 'above average'. The introduction of 'basic craft courses', for
the reasons already given, has made the needs of the above-average and ambitious
craftsman no less urgent or significant. Such men are the principal sources of
recruitment to technician and junior supervisory grades and are of great im-
portance to the country's economy. In every case where modifications have been
made to cater for the' average' craftsman, the Institute has taken great care that
the abler student should continue to be adequately provided for.
12.2. This has been achieved in two ways. In the first, a separate course is run
alongside the basic craft course, but of a more academic character and with a
higher rate of progress. In the second, a more advanced course is put 'end-on'
to the basic craft course and it is assumed that the able student will either gain
exemption from the early part of the basic craft course or make speedy progress
through it.
12.3. An excellent example of the first type of arrangement is found in the two
subjects, (193) Mechanical Engineering Craft Practice (the basic craft course)
and (63) Machine Shop Engineering (the 'traditional' high-grade craft course,
now assuming the position of a ' technician' course). The most extensive system
of end-on courses so far devised is that proposed for the building crafts; others
are found in (168-170) Motor Vehicle Service Work and (179-181) Heating and
Ventilating. The solution adopted in any particular case depends partly on
educational considerations and partly on the total number of students likely to
be available at the technical colleges concerned, since obviously two parallel
courses cannot be organised if there are only enough students to support one.

13. Courses for technicians

13.1. The term 'technician' first appeared in the title of one of the Institute's
schemes in 1945, i.e. Subject No. 68fli), Motor Vehicle Technicians' Work.
This was intended to provide a course 'end-on' to the basic course, 68(1) Motor
Vehicle Mechanics' Work, and intended for the senior technical staff in motor
vehicle repair stations. But many of the higher-grade craft schemes and the
examinations in subjects such as Builders' Quantities, Sanitary and Domestic
Engineering, Milk Processing and Control, and Textile subjects, catered for men
who were undoubtedly at what is now generally referred to as technician level.
48 City and Guilds Examinations

13.2. With the clearer identification of the duties and requirements of techni-
cians that has been achieved in recent years, provision for their technical
education has correspondingly developed. In the electrical engineering field in
particular, two important new schemes have recently been introduced, i.e. (57)
Electrical Technicians' Courses and (49) Telecommunication Technicians'
Course. Each of these schemes provides for a four-year course beginning at or a
little below the level of the first year of an Ordinary National Certificate course
(and indeed for common first-year technicians' and national certificate courses
ff the colleges so wish), a curriculum essentially based on relevant engineering
science, mathematics and drawing, and technology which becomes progressively
more specialised as the course proceeds. In each case there is a number of options
from whieh the student may select the one most appropriate to his own special
field. For example, in Telecommunications he may choose between Radio, Line
Transmission, Telephony, Telegraphy, or Line Plant Practice. It is a character-
istic of technicians that they may take their work to a particularly high level in a
very narrow field, and both of these courses provide for supplementary or
endorsement courses following after the fourth-year examination and again
quoting from the Telecommunications field, there are eleven options including
Microwave Techniques, Radar and Radio Navigational Aids, Sound and Tele-
vision Broadcasting, and Digital and Analogue computers. It is envisaged that
students taking these courses will include not only those who have passed
through the Institute's examinations but others with university degrees, diplomas
or other advanced qualifications.
13.3. Among the less typical technician courses, the Colliery Mechanics' and
Electricians' Advanced Certificates follow after basic three-year Mechanics' and
Electricians' courses; the course in Sanitary and Domestic Engineering is a
designer's course intended for those who have profited fully from the craft
course in Plumbers' Work; that in Builders' Quantities is intended to follow a
National Certificate course in Building; the scheme in Milk Processing and
Control is a self-contained course for laboratory personnel and includes its own
'built-in' scientific foundation in the form of an intermediate course based on
chemistry and microbiology. Finally, in a growing number of instances as in the
case of Furniture and Printing, completion of the Final craft examination may
lead on to advanced courses in technical, administrative and supervisory aspects
and result in the award of a Full Technological Certificate at what is essentially
technician level. The course at the apex of the revised schemes in building
crafts, i.e. (98) General Foremanship Studies in the Building Industry may be
regarded as catering for men who combine the duties of technician and junior
management.

14. Courses leading to 'Technologist' level

14.1 Education at the level of the technologist is normally the province of the
universities, the professional institutions through their own examinations or
 D.E. WHEATLEY 49
national certificate schemes, or full-time diploma courses in technical institutions.
It is fundamental Institute policy not to enter a field where provision by other
bodies is or would be satisfactory or more appropriate. There are, however,
several schemes in the Institute's programme which for good reason aim to
provide for the needs of technologists. In general, these fall into three categories:
(a) Schemes that are drawn up ab initio to provide the examination qualifica-
tion for corporate membership of a professional body, where the body
concerned prefers to rely on the Institute's administrative machinery and
experience. Examples of such schemes are: (5) Fuel Technology, (73)
Science and Technology of Refrigeration, and (128) Clothing Technology.
(b) Specialised subjects that are inherently of an advanced technological
character and where the Institute's examinations provide the only or a
desirable alternative means of qualification. Examples are: (7) Petroleum
Technology, (9) Paint Technology, (14) Metallurgy, (17) Metal Finishing,
(113) Illuminating Engineering. These schemes provide part-time courses
of five years' duration or longer, in which the first three years are very
largely devoted to basic science, and mathematics, or it is expected that an
appropriate grounding has otherwise been gained.
(c) Subjects in which the highest grades of examination differ in character
and objective from the lower grades and reach 'technologist' level. For
example, the Institute's scheme in (50) Telecommunications Engineering
is basically at technician level, only a very small minority of students
attain the highest levels of examination where the technical, scientific and
mathematical standards required are of a high order. The new scheme,
(49) Telecommunication Technicians' Course (which will replace the old
scheme 50) is orgauised as a self-contained unit, and the highest levels of
the old scheme are replaced by the 'post-graduate' supplementary studies
previously referred to (para. 13.2).
14.2 The Institute's 'Insignia Award', carrying the right to use the designatory
letters C.G.I.A. is essentially an award at 'technologist level'. It is available to
men who are at least thirty years of age, have gained a Full Technological
Certificate or the equivalent, and can demonstrate by thesis, interview and their
industrial record, that they have extended their understanding and application
of the scientific principles upon which their industry is based.

15. Courses for men at the threshoM of management

I5.1. In many industries, preparation for the Institute's examinations has
traditionally provided the more enterprising craftsman or operative with the
superior technical background which has distinguished him from his fellow
workers and, together with suitable personal qualities, set him on the first rung
of the ladder to executive status. It is, therefore, not surprising that a number of
schemes provide for supplementary courses which are beyond the level of the
D
50 City and Guilds Examinations
normal Final examination and concerned with managerial, administrative and
technical subjects, or some combination of these appropriate to the needs of the
particular industry. In many cases these 'post-Final' courses represent the
broadening of the normal technical course which is necessary for the award of
the Institute's 'Full Technological Certificate'. These supplementary courses
generally provide an introduction only to aspects of the broad field of manage-
ment studies and are not intended to be comparable with the far more substantial
courses leading to B.I.M. qualifications. Subject 98, General Foremanship
Studies in the Building Industry, is in a different category in that it provides a
substantial two-year course for men who have already passed the Institute's
Final examination in a building craft subject and hold a National Certificate in
Building, and it deals specifically and intensively with the technical and adminis-
trative principles underlying the successful execution of the work of a general
foreman.

15.2 Features of schemes in the two categories mentioned above are:

(a) (98) General Foremanship Studies in the Building Industry
Curriculum No. of h o u r s Examination
Elements of Supervision 60
1 paper of 3 hours' duration
Industrial History 60 .f
Site Admisistration and Control 60 1
1 paper of 3 hours' duration
Personnel Administration 60
Site Organisation and Method 60 1 paper of 3 hours' duration
(b) Supplementary Courses including Management Aspects
(137) Boot and Shoe Manufacture. A one-year part-time course is provided
following the Final (5th year) examination in Boot and Shoe Manufacture,
one-third of the time is spent on ' Testing of Materials' and the other two-
thirds o n ' Principles of Management' at the level of departmental manager.
The syllabus includes Principles of Management and Organisation,
Supervision, Departmental Layout, Production Control, Personnel and
Labour Management, Work Study, Industrial Relations, Safety, Health
and Welfare, and Costing.
(103) Furniture Industry. Following the Final examination in Furniture
Manufacture is a group of advanced courses, each of about 240 hours'
duration, dealing respectively with 'Factory Organisation', "Furniture
Design and Construction', 'Machine Tools and Processes', 'Materials',
and 'Applied Science'. The course in Factory Organisation comprises
Method Study, Supervision, Labour Management and Industrial Psycho-
logy, Planning and Production, and Estimating and Costing.
Similar arrangements are found in the schemes for Paint Technologists,
Textile Manufacture, Printing, Laundry Technology, Wholesale Tailoring, and
Milk Processing and Control.
 D. E. W H E A T L E Y 51

16. Advanced coursesfor specialists

The growth of specialist occupations for which training can only be based on
an existing foundation is a feature of modern industry, especially in engineering.
The Institute's schemes in (64) Engineering Planning, Estimating and Costing,
(70) Mechanical Engineering Inspection, (59) Light Electrical Engineering In-
spection, and (195) Work Study are examples of schemes that have been pre-
pared for practitioners in these fields. In passing, it may be remarked that the
problem of organising a substantial and realistic practical examination in Work
Study has been one of the tasks facing the exploratory committee which has
recently completed the preparation of this new scheme.

17. The expanding field of technical education

The rapidly increasing range of the Institute's examinations inevitably poses
the question of how long this expansion can continue. There are at present no
signs that it is abating and, indeed, there are indications that the increasingly
technical character of our economy and mode of living will extend the provision
of technical education into areas or at levels where it has not previously been
involved. For example, in the field of Distribution, the scheme (188) Solid Fuel
Production, Distribution and Utilisation aims to provide those engaged in the
sale and distribution of solid fuels with a sufficient technical grounding to advise
consumers on the choice of fuel and appliances. In the normal retail field, the
scheme (133) National Retail Distribution Certificate provides for a (very much
needed) study of English, Accounts, Organisation and Commodities in retail
distribution. The development of courses and industrial training for operatives
engaged in mass production is as yet in its infancy.

18. Some special features of the Institute's fieM of interest

18.1. In the field of part-time technical education for the operative, craftsman
and technician with which the Institute's examination schemes are primarily
concerned, a factor which has always to be borne in mind is that industry is
deeply involved as a partner with the education service in defining the objectives
and standards of the courses to be provided, in selecting and providing the
students, and in giving recognition to the end product. Industry also is concerned
in providing training 'on the job' as a complement to the course of further
education. This situation is very different from that in the primary and secondary
fields and in the great majority of university courses. This partnership is not
only a great source of strength, but it inevitably has profound influence on the
criteria that are relevant.
18.2. It follows that in assessing a 'City and Guilds' course or determining the
cause of some inadequacy, regard must be paid to the many agencies concerned
--the Institute in its preparation of the scheme and its conduct of the related
examinations, the technical colleges in their translation and interpretation of
the scheme into lecture room and workshop activity, industry in its provision of
52 City and Guilds Examinations

progressive training facilities and supervision, technical colleges and employers

in their methods of selection for courses and their arrangements for transfer,
and so on.
18.3. In the education service itself, the sector of further education with which
the Institute is concerned is characterised by the existence of a very large number
of part-time teachers, many of whom have had little or no training in pedagogy.
The technical colleges face formidable problems arising from the tremendous
variety and specialised character of the courses that have to be provided. For
these reasons, the Institute, where appropriate, makes available to all concerned
the maximum amount of assistance and guidance that may be derived from the
resources of the advisory committees and the organisations they represent.
It is in circumstances such as these that the services made available by an external
examining body have special value, provided always that it maintains the closest
possible contacts with its clients. The alternative system of internal examinations
with external assessment, which functions so admirably in the broad, professional
fields of the 'National Certificate' schemes, would be unworkable for the
majority of the subjects in the Institute's prospectus, not least on administrative
grounds.
18.4. A particularly significant feature of the Institute's work in the post-war
period, already revealed by the detail given above, is the continued introduction
of new schemes and the constant revision of existing schemes. The time factor
involved in work of this kind, however, is not generally reeognised. For example,
the Institute's schemes for building craft apprentices were revised during the
war and introduced in 1945, concurrently with the building industry's National
Joint Apprenticeship Scheme providing for part-time day release to the age of 18.
The new courses themselves were of four years' duration, and it was not, there-
fore, until the early 1950's that the schemes could be seen in full operation.
Even so, the Institute initiated a comprehensive review in 1955, which has
resulted in a complete reconstruction of the pattern of courses provided and
new syllabuses for the whole range of building crafts will become available
during the current year.
18.5. In general, the demand for a new course arises directly from industry but,
in a very few cases, the Institute itself has taken the initiative and the most
notable example is the development of part-time agricultural education. It has
been a remarkable experience to explore the educational needs of agriculture--
one of our largest industries and yet one with the least educational provision--
and discover that the routines and techniques of the Institute have proved to
be a tremendous asset in this relatively untilled field.

19. Conclusion
19.1. It is not easy and perhaps not necessary to summarise an article of this
kind. The Institute is a body which, in characteristic British fashion, is founded
 D. E. WHEATLEY 53

on ancient and worthwhile traditions but now carries out the modern equivalent
of its early functions in free and fruitful association with the educational and
industrial interests concerned. The strength of the Institute lies in the happy
co-operation between itself as an independent agency on the one hand and the
Government departments, local authorities and colleges and industrial organisa-
tions on the other.
19.2. The Institute's schemes have been shown to be of great diversity, reflecting
the diversity in the industrial occupations with which they are associated; but
this diversity has not prevented the Institute from taking the greatest pains to
ensure that each one of its schemes is appropriate and relevant to current needs
and finds its place in the general pattern of technical education without obtrusion
into fields where other organisations or other means would be more appropriate.
19.3. Remarkable as the expansion of the Institute's work has been in the past
decade, it is inevitable that the changing industrial pattern arising from techno-
logical development will make even greater demands in the future. The Institute
looks forward to meeting these demands, firm in the belief that in serving ' the
advancement of technical education' it is serving the community also.

A~ENmX 1

CITY AND GUILDS OF LONDON INSTITUTE

CoNb'rrrUTION OF EXAMINATIONS BOARD

Chairman: Captain A. M. Holbein, C.B.E. (Chairman of Technology Committee)

Vice-Chairman: Major C. W. Steward (Vice-Chairman of Technology Committee)
Additional advisers nominated by the Institute
G. Mayor
J. C. Jones, C.B.E.
F. J. Harlow, M.B.E.
H. Schofield, C.B.E.
J. Ewart Smart, O.B.E.
A. E. Evans, O.B.E.
J. G. Docherty
Nominated by the Ministry of Education
C. R. English, H.M. Chief Inspector
F. H. Dowden, H.M. Staff Inspector
Miss B. B. Briant, H.M. Staff Inspector
Nominated by the Scottish Education Department
J. G. Strachan, H.M. Chief Inspector
Three representatives
Nominated in rotation from the Regional Advisory Councils for Further Education
Two Representatives
Association of Teachers in Technical Institutions
 54 City and Guilds Examinations

One representative nominated by each of the following bodies

C o u n t y Councils A s s o c i a t i o n
Association of Municipal Corporations
Association of Education Committees
A s s o c i a t i o n o f Technical Institutions
A s s o c i a t i o n o f Principals o f Technical Institutions
N a t i o n a l Society for A r t E d u c a t i o n
A s s o c i a t i o n o f Teachers o f D o m e s t i c Subjects
National Union of Teachers
U n i o n o f L a n c a s h i r e a n d Cheshire Institutes
U n i o n o f E d u c a t i o n a l Institutions
East Midlands Educational Union
N o r t h e r n C o u n t i e s Technical E x a m i n a t i o n s C o u n c i l
Welsh Joint Education Committee

APPENDIX 2

CITY AND GUILDS OF LONDON INSTITUTE

LIST OF EXAMINATION SUBJECTS 1959
(with provisional classification)¢*~
Op = P l a n t Operative Op 2 = P l a n t Operative, H i g h e r G r a d e
C.J. = Junior Craftsman C = Average Craftsman
C 2 = Craftsman, Higher Grade Tn = Technician
Tn 2 = Technician, H i g h e r G r a d e Tt = Technologist
T.M. = Threshold of Management Ex = E x t e n s i o n Subject
T.C. = T e a c h e r s ' Certificate Dom = D o m e s t i c Subject
-- = E x a m . level o f n o specific
industrial significance

(A) CHEMICAL, METALLURGICAL, MINING AND

ALLED SUBJECTS INTER OR FULL
l ST STAGE FINAL TECH. CERT. MORE ADV.
1. Paper Technology - - - Tn
4. C o a l Processing . . . . Op Tn
5. Fuel T e c h n o l o g y . . . . Tn Tt
7. Petroleum and Petroleum Products - Tn Tt
9A.Paint Technology--Operatives' Course Op
9B.Paint Technologists' Course - Tt
11. T e c h n o l o g y o f Plastics - - - Tn Tn 2
12. Technology of Gas Manufacture and
Supply . . . . . . Tn Tn 2
13. G a s Fitting . . . . . C C 2
14. Metallurgy . . . . . "In Tt
15. I r o n a n d Steel Operatives' C o u r s e - Op
16. N o n - F e r r o u s Metals Operatives' C o u r s e Op
17A. Metal F i n i s h i n g Practice - - - Op
17B. Metal F i n i s h i n g T e c h n o l o g y - -, Tn Tt Tt
18. Leather Manufacture - - Tn Tn T.M.
L e a t h e r - W o r k e r ' s Certificate - - Op
19. L e a t h e r D y e i n g a n d Finishing - Tn
24. Chemical Plant Operation - - - Op Op 2
25. C o a l M i n i n g Certificate - - C 2
26. Colliery M e c h a n i c ' s Certificate - C 2
27. Colliery Electrician's Certificate - C 2
28. S t e a m Utilisation T e c h n o l o g y - Tn/Ex
(a) The provisional character o f this attempt at classification m u s t be emphasise.d. I t can claim no higher status
than ' a first attempt'.
 D. E. W H E A T L E Y 55

INTER OR FULL
1ST STAGE FINAL TECH. CERT. MORE ADV.
29. Steam Utilisation Practice - - - Op 2
75. Boiler O p e r a t o r ' s Certificate - - Op
76. Boiler-house Practice . . . . Op 2 Tn
77. C o m b u s t i o n Engineering - - - Tn 2
114. Mine Surveying - - - Tn 2
120. R u b b e r W o r k s h o p Practice - - Op
188. Solid Fuel Production, Distribution and
Utilisation . . . . ?
189. Colliery Mechanic's Advanced Certi-
ficate . . . . . Tn
190. Colliery Electrician's Advanced Certi-
ficate . . . . . Tn
192. Steam Turbine Plant Operation - - Op
196. I r o n Ore Quarry Operatives' Course - Op
197. I r o n Ore Quarrying Certificate - C 2

(B) ~ SLauEcrs
30. Woollen a n d Worsted Manufactures - C 2 Tn Tn T.M.
32. C o t t o n Spinning . . . . C 2 Tn Tn T.M.
33. Plain C o t t o n Weaving - - - C C 2
34. C o t t o n Weaving . . . . C 2 Tn Tn T.M.
35. Flax Spinning . . . . . C Tn Tn T.M.
36. Linen Weaving . . . . C Tn Tn T.M.
37. Manufacture o f Silk and M a n - m a d e
Fibres . . . . . . C 2 Tn T n 2/T.M.
38. Jute Spinning . . . . . C C 2 Tn T.M.
39. Jute Weaving . . . . . C C 2 Tn T.M.
40. Manufacture of Hosiery and Knitted
Goods . . . . . Tn Tn T.M.
41. Mill Engineering and Services Tn/Ex
42. Industrial Organisation - - Tn/Ex
43. Chemistry as applied to the Textile
Industry . . . . . Tn/Ex
44. Appreciation o f C o l o u r and Design Tn/Ex
45. The Dyeing o f Textiles - - Tn Tt
46. Textile Printing . . . . C C 2
(C) TELECOMMUNICATIONS AND ELECTRICAL
SUe,mCTS
49. Telecommunication Technicians' Course
(New Scheme) - - - Tu
50. Telecommunications Engineering (Old
Scheme) . . . . Tn Tt
51. Electrical Installation W o r k - - C Tn
52. Electrical Engineering Practice - Tn
53. Radio Service W o r k . . . . C
53. Radio Servicing Certificate - - C 2
54. Television Servicing Certificate Exami-
nation . . . . . C 2
55. Radio Amateurs' Examination - - N o t Applicable
56. Industrial R a d i o g r a p h y - - Tn
57. Electrical Technicians' Course - Tn
58. Electrical Fitters' Courses - C
59. Light Electrical Enginee. ring Inspection -- Tn/Ex
113. Illuminating Engineering - - - Tn Tt
300. Supplementary Studies in Telecommuni-
cation and Electronics - - -- Tn/Tt
56 City and Guilds Examination
(D) MECHANICAL ENGINEERING AND ALLmn
SUBIECTS INTER OR FULL
1ST STAGE FINAL TECH. CERT. MORE ADV.
60. Mechanical Engineering Design - "In 2
61. Patternmaking . . . . . C C 2
62. F o u n d r y Practice . . . . C C 2
63. Machine Shop Engineering (Machinists',
Turners' and Fitters' Work) - - C Tn
64. Engineering Planning, Estimating and
Costing . . . . Tn/Ex
65. Boilermakers' Work - - - C 2
66. Sheet M e t a l W o r k . . . . C C 2 Tn
67 Railway Carriage and Wagon Construc-
tion . . . . . . C C 2
68. A u t o m o b i l e E n g i n e e r i n g Practice ( M o t o r
Vehicle Service W o r k ) - - - C Tn
69. Motor Body Work . . . . C Tn
70. Mechanical Engineering Inspection Tn/Ex
72. R e f r i g e r a t i o n Practice - - - C C 2
73. Science a n d T e c h n o l o g y o f Refrigeration -- -- Tt
74. Electric A r c a n d O x y a c e t y l e n e W e l d i n g C C 2
78. Blacksmiths and Mechanics Work - C C 2
79. Instrument Maintenance - - - C Tn
2806, Aeronautical Craft Courses - C
172. Aeronautical Engineering Practice--
Air Frames . . . . Tn
173. A e r o n a u t i c a l E n g i n e e r i n g Practice P o w e r
Plant . . . . . Tn
174. Aircraft Servicing a n d M a i n t e n a n c e - C Tn
175. Aircraft Electrical M a i n t e n a n c e - C "In
176. Fabrication of Steelwork - - - C C 2
179. Heating and Ventilating Operatives'
Practical C o u r s e - - - C
180. H e a t i n g a n d V e n t i l a t i n g Fitter]Welders'
C o u r s e (Oxy-acetylcn¢) - - C
181. Heating and Ventilating Technicians'
Course . . . . "In
182. Shipbuilding . . . . . C C 2
183. Ship J o i n e r y . . . . . C C 2
184. Yacht and Boat Building - - - C C 2
185. Instrument Making . . . . C Tn
186. Press Tool Making - - - Tn/Ex
187. Plant Engineering - - - T n 2/Ex
193. Mechanical Engineering Craft Practice- -- C
194. Mechanical Engineering Drawing "In
195. Work Study . . . . Tn/Ex
(E) B t a L m N O S u m e c r s
80. Carpentry and Joinery - - - C C 2
81. Woodcutting Machinists' Work - C C 2
82. Brickwork . . . . . C C 2
83. Masonry . . . . . . C C 2
84. Plasterers' Work - - C C 2
85. Painters' and Decorators' Work - - C C 2 "In
86. Plumbers' Work . . . . C C 2
87. Ship P l u m b i n g a n d M a r i n e Sanitary
Engineering . . . . . C C 2
88. S a n i t a r y a n d D o m e s t i c E n g i n e e r i n g in
relation t o P l u m b e r s ' W o r k - "In
 D. E. WHEATLEY 57

INTER OR FULL
l s r STAGE FINAL TECH. CERT. MORE ADV,
89. Builders' Quantities - - - Tn
90. Welding a n d H a r d Metal W o r k f o r
Plumbers . . . . C 2rEx
91. Structural Engineering - - Tn 2
92. Mastic Asphalt W o r k - - - C
93. Concrete Practice . . . . Op Op 2
94. Handrailing and Stair - - C 2/Ex
95. F o r r n w u r k a n d Shuttering for Concrete
Construction . . . . C 2/Ex
97. F u r n a c e Brickwork - - - C 2
98. General F o r c m a n s h i p Studies in relation
t o the Building I n d u s t r y . . . . Tn/T.M.
103. F u r n i t u r e Industry . . . . C C 2 -- Tn/T.M.

(F) PAINTING S u e ~ c r s
200. Typographic Design - - - Designer
201. Compositors' Work - - - C 2
202. Line Composition - - - C 2
203. 'Monotype' Composition - - C 2
205. Letterpress Machine Printing - C 2
206. P h o t o g r a v u r e Machine Printing - C 2
207. Letterpress R o t a r y Machine Printing C 2
208. ' M o n o t y p e ' Casters' W o r k - C 2
209. Electrotyping and Stereotyping - C 2
210. Photo-engraving - - - C 2
211. Photogravure . . . . C 2
212. Photolithography - - - C 2
213. Lithographic Artists' W o r k - C 2
215. Lithographic Printing - - C 2
216-9. Bookbinding a n d W a r e h o u s e W o r k
( N e w Scheme) . . . . C C 2
221--4. Full Technological Certificate in Printing -- Tn 2
225-7. Costing, Estimating and Printing A d -
ministration . . . . . T.M./Ex
228. Technical Illustration - - C 2
229. Technical A u t h o r s h i p - - - Tn Tn 2
230. Printing I n k and Roller Technology Tn

(G) C L ~ , F ~ AND D ~ r m n t r n o N
115. L a u n d r y Technology - - - Op Op 2 Tn/T.M.
116. Tailors' Cutting a n d Tailoring, Retail
a n d Wholesale' - - - - C C 2 Tn/T.M.
122. Wholesale Textile D i s t r i b u t i o n - - ?
126. D r e s s Manufacture (Wholesale) - C C 2
128. Clothing T e c h n o l o g y - - - Tn Tt
129. Leather G o o d s Manufacture - - C C 2
133. N a t i o n a l Retail Distribution Certificate ?
134. Retail Trades J u n i o r Certificate - ?
135. Retail Distributive Trades J u n i o r C o u r s e
(Scotland) . . . . . ?
Special Examination in the Analysis a n d
Testing o f Textile Materials - Tt/Ex
137. B o o t and Shoe Manufacture - - C C 2 Tn/T.M.
138. Surgical Shoemaking - - - C 2
139. B o o t and Shoe Repairing - - - C C 2
58 City and Guilds Examinations
(H) DOM~Tt¢ SUBJECTS INTER OR FULL
lb'q["STAGE FINAL TECH. CERT. MORE ADV.
231. Hand Embroidery . . . . Dom
232. Advanced Hand Embroidery - Dom
233. Dressmaking . . . . . . Dora
234. Advanced Dressmaking - - Dora
235. Millinery . . . . . . Dom
236. A d v a n c e d Millinery - - - Dora
237. Needlework . . . . . Dora
238. Advanced Needlework - - Dora
239. Ladies' Tailoring . . . . Dom
240. A d v a n c e d L a d i e s ' Tailoring - Dora
241. H o m e U p h o l s t e r y a n d Soft F u r n i s h i n g Dom
242. A d v a n c e d H o m e U p h o l s t e r y a n d Soft
Furnishings . . . . Dom
243. Domestic Cookery . . . . Dom
244. Advanced Domestic Cookery - Dora
245. Housecraft . . . . . Dora
247. Hand Loom Weaving - - - Dom
248. Advanced Hand Loom Weaving- Dora

(I) CATERING AND FOOD TECHNOLOGY

112. F l o u r Milling . . . . . Op Op 2
150. Catering T r a d e s Basic T r a i n i n g C o u r s e C.J.
151. C o o k e r y for H o t e l s a n d Catering Estab-
lishments . . . . . C
152. A d v a n c e d C o o k e r y f o r Hotels a n d
Restaurants . . . . C2
153. Preliminary T r a d e C o o k e r y - - C.J.
156. B r e a d m a k i n g a n d F l o u r Confectionery - C C2 Tn
157. Design and Decoration of Flour Con-
fectionery . . . . C2
158. C o c o a , C h o c o l a t e a n d S u g a r Con-
fectionery M a n u f a c t u r e - - - Op Op 2
159. Milk Pasteurisation a n d Distribution - Op
160. Milk Processing a n d C o n t r o l - Tn Tn/T.M.
(J) TEACHER'S CERTIFICATES
162. T e a c h e r ' s Certificate in Handicraft
( W o o d w o r k a n d Metalwork) - T.C.
163. Technical T e a c h e r ' s Certificate - T.C.
164. D o m e s t i c Subjects ( F u r t h e r Education)
T e a c h e r ' s Certificate - - T.C.
(K) ARTISTIC CRAFTS AND SPECIAL SUBJECTS
107. Photography . . . . C 2/Tn
117. Dental Technicians' Course - C
118. Advanced Dental Technology - C 2
119. Laboratory Technicians' Work - - C Tn
124. Hairdressing . . . . C
130. G o l d s m i t h s ' a n d Silversmiths' W o r k C 2
131. Silversmiths' W o r k - - A l l i e d Crafts C 2
132. Jewellery . . . . . C 2
(L) AORICtrLTURE AND AGRICULTURAL
ENGINEERING
260. Agricultural M e c h a n i c s ' W o r k - C
261. Agricultural E n g i n e e r i n g Fitters' W o r k -- Tn
265. C r o p H u s b a n d r y , Stage 1 - - - C.J.
 D. E. W H E A T L E Y 59

INTER OR FULL
IST STAGE HNAL TECH. CERT. MORE ADV.
266. Animal Husbandry, Stage 1 - -- C.J.
267. F a r m Machinery (Introductory) - C.J.
270. F a r m Machinery Operation and Care - -- C

(M) ~ INDUSTRy --
103. Furniture Industry - - - - C C2 Tn/T.M.
81. Woodcutting Machinists' W o r k - C C2

APPENDIX 3
CITY A N D G U I L D S O F L O N D O N I N S T I T U T E
STATISTICS RELATING TO THE IN~'IITUTE'S EXAMINATIONS

1. Numbers of candidates who sat~'~for the Institute'~ examinations, 1879-1958

Year Number of Candidates
1879 202
1880 816

14 ;51
1939 34~{73

16 9 69; 53
1950 75,638
1951 76,472
1952 77,951
1953 82,287
1954 89,211
1955 96,875
1956 105,895
1957 119,948
1958 128,814

2. Number of candidates by industrialgroupings for 1958

A. Chemical, Metallurgical a n d Mining . . . . . 10,554
B. Textiles . . . . . . . . . . 4,466
C. Electrical Engineering and Telecommunications - - - 51,709
D. Mechanical Engineering . . . . . . . 22,884
E. Building . . . . . . . . . . 17,282
F. Printing . . . . . . . . . . 4,195
G. Clothing, Footwear and Distribution . . . . . 1,855
H. Needlecraft Subjects . . . . . . . . 4,551
L F o o d Technology and Catering . . . . . . 5,428
J. Teacher's Certificates . . . . . . . . 1,312
K. Artistic Crafts and Special Subjects . . . . . 1,738
L. Agriculture and Agricultural Engineering . . . . 721
M. Furniture . . . . . . . . . . 1,290
-- Ordinary Certificate (Overseas) . . . . . . 447
-- Special Examinations . . . . . . . . 382

TOT~ 128,814
(a) Examination entrlee are slightly higher.