Abstract
State aid for vocational technical education was in its infancy, when in the 1850s the Department of Science and Art promoted the establishment of a network of direct grant navigation schools in the United Kingdom. Through an examination of contemporary sources, this article assesses the policies of the Department relating to the schools and the scale and funding of the network, including early arrangements for technical teacher training. It then assesses the impact of the application of ‘payment-by results’ on this group of schools. The article concludes that this dogma undid much of the achievement for the vocational education of merchant seafarers, through a funding regime with which the schools could not comply, effectively forcing most navigation schools to relinquish their grant-aided status, but argues that there were nevertheless long term benefits to nautical education.
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