This book presents a clear overview of the debates that surrounded the making of the 1944 Act, which affected every aspect of education in this country. It gives a detailed account of the tripartite divisions into ''three types of child'' that were sanctioned in the reforms of the 1940s. At the same time, it also emphasises the idea of education as a civic project which underlay the reforms and which was such an important part of their lasting authority.The education policies of the past decade and the current attempts to shape a new education settlement need to be interpreted in a long-term historical framework and in particular, in relation to the aims and problems of the last great cycle of reform in the 1940s. This book makes an important contribution to the development of such a framework and the social history of education policy in this country.

This book presents a clear overview of the debates that surrounded the making of the 1944 Act, which affected every aspect of education in this country. It gives a detailed account of the tripartite divisions into ''three types of child'' that were sanctioned in the reforms of the 1940s. At the same time, it also emphasises the idea of education as a civic project which underlay the reforms and which was such an important part of their lasting authority.The education policies of the past decade and the current attempts to shape a new education settlement need to be interpreted in a long-term historical framework and in particular, in relation to the aims and problems of the last great cycle of reform in the 1940s. This book makes an important contribution to the development of such a framework and the social history of education policy in this country.

This book presents a clear overview of the debates that surrounded the making of the 1944 Act, which affected every aspect of education in this country. It gives a detailed account of the tripartite divisions into ''three types of child'' that were sanctioned in the reforms of the 1940s. At the same time, it also emphasises the idea of education as a civic project which underlay the reforms and which was such an important part of their lasting authority.The education policies of the past decade and the current attempts to shape a new education settlement need to be interpreted in a long-term historical framework and in particular, in relation to the aims and problems of the last great cycle of reform in the 1940s. This book makes an important contribution to the development of such a framework and the social history of education policy in this country.