First published in 1974, Advisory Councils and Committees in Education is an analytical account of the role of advisory councils and committees in creating and promulgating educational policies. The book reviews systematically the content of twenty-eight reports starting with the Hadow Report of 1926, in terms of developments in educational philosophy, government and administration, social policy and the economics of education. It also analyses the membership and working of the committees. The study is based on historical and organizational analysis. It is concerned not only with what the councils did but takes up the wider questions of the place of such councils and committees in educational government and their relevance for changing assumptions about other ways in which government is advised. This book will be of interest to students of education, pedagogy and public policy.

First published in 1974, Advisory Councils and Committees in Education is an analytical account of the role of advisory councils and committees in creating and promulgating educational policies. The book reviews systematically the content of twenty-eight reports starting with the Hadow Report of 1926, in terms of developments in educational philosophy, government and administration, social policy and the economics of education. It also analyses the membership and working of the committees. The study is based on historical and organizational analysis. It is concerned not only with what the councils did but takes up the wider questions of the place of such councils and committees in educational government and their relevance for changing assumptions about other ways in which government is advised. This book will be of interest to students of education, pedagogy and public policy.

First published in 1974, Advisory Councils and Committees in Education is an analytical account of the role of advisory councils and committees in creating and promulgating educational policies. The book reviews systematically the content of twenty-eight reports starting with the Hadow Report of 1926, in terms of developments in educational philosophy, government and administration, social policy and the economics of education. It also analyses the membership and working of the committees. The study is based on historical and organizational analysis. It is concerned not only with what the councils did but takes up the wider questions of the place of such councils and committees in educational government and their relevance for changing assumptions about other ways in which government is advised. This book will be of interest to students of education, pedagogy and public policy.