Since the 1870s the British economy has steadily declined from its position as the 'workshop of the world' to that of a low-ranking European power. Michael Sanderson examines the question of how far defects in education and training have contributed to this economic decline. By looking at issues such as literacy, the quality of scientific and technical training, the supposed anti-industrial bias of public schools and the older universities, the neglect of vocational and technical training and the neglect of the non-academic teenager, Michael Sanderson demonstrates that education was far from the sole cause of economic decline, but that its deficiencies have certainly played a part. This book offers an accessible and concise analysis of a topic of current importance, interest and debate and will be of interest to students and teachers of the history of education and its impact on British economic development in the twentieth century.

Viewing education as the central battleground over the status of language, this book investigates the language policies of various social agents in early 20th century China and offers a comprehensive and fascinating analysis of the emergence of China's national language.

Education Studies continues to grow as a popular undergraduate area of study. This core text addresses themes common to all Education Studies courses. It benefits from a large list of chapters from key contributors at key institutions. This third edition has been completely revised and updated with the addition of seven new chapters. Themes newly explored include gender, research, the power of money and status and alternatives to schooling. This fully comprehensive text is accessibly written, with learning features throughout to encourage students to approach issues critically. Fully up-to-date and covering a huge range of themes for Education Studies students.

This collection of twelve essays reviews the history of welfare in Britain over the past 150 years. It focuses on the ideas that have shaped the development of British social policy, and on the thinkers who have inspired and also contested the welfare state. It thereby constructs an intellectual history of British welfare since the concept first emerged at the end of the nineteenth century. The essays divide into four sections. The first considers the transition from laissez-faire to social liberalism from the 1870s, and the enduring impact of late-Victorian philosophical idealism on the development of the welfare state. It focuses on the moral philosophy of T. H. Green and his influence on key figures in the history of British social policy like William Beveridge, R. H. Tawney, and William Temple. The second section is devoted to the concept of 'planning' which was once, in the mid-twentieth century, at the heart of social policy and its implementation, but which has subsequently fallen out of favour. A third section examines the intellectual debate over the welfare state since its creation in the 1940s. Though a consensus seemed to have emerged during the Second World War over the desirability and scope of a welfare state extending 'from the cradle to the grave', libertarian and conservative critiques endured and re-emerged a generation later. A final section examines social policy and its implementation more recently, both at grass roots level in a study of community action in West London in the districts made infamous by the fire at Grenfell Tower in 2017, and at a systemic level where different models of welfare provision are shown to be in uneasy co-existence today. The collection is a tribute to Jose Harris, emeritus professor of history in the University of Oxford and a pioneer of the intellectual history of social policy. Taken together, these essays conduct the reader through the key phases and debates in the history of British welfare.

This book brings together the work of established researcher Professor David Phillips, in one authoritative volume. Including key chapters on education in Germany from the last three decades, topics range from historical studies of universities and schools, to detailed research on the role of the British in reconstructing education in Germany after 1945, and education in post-unification Germany. Together, the body of work draws from a multitude of primary sources and constitutes a comprehensive analysis of educational provision in Germany over a long historical period. In addition to 16 chapters spanning Phillips’ research from 1981 to 2012, the book includes a new introduction, bringing his ideas together and demonstrating their continuing relevance to the field. Investigating Education in Germany will be invaluable reading for academics, researchers and postgraduate students in the fields of international and comparative education, German studies, history of education and sociology.

In most countries in the world, school education is the business of the state. Even if forms and functions differ, the imparting of elementary knowledge is universally regarded as a public function. Yet this is neither self-evident nor self-explanatory. The degree of involvement of state agencies in the supervision, financing and organization of the school system sometimes varies so much that the usual assumption of a common understanding of ‘the state’ seems to be an illusion. Making international comparisons and focusing strongly on the historical conditions of the current form of state education, this volume paints a nuanced picture of how the relationship between ‘education’ and ‘state’ has been and is conceptualized. Insights into this relationship are gained by considering and analysing both specific processes such as financing and bureaucracy; and conceptual ideas, for example community, authority, and political utopias. The book presents comparative studies and analyses of regional and local conditions, arguing that the history of each country or region is critical to educational success, and the relationship between the education and the state must be reconsidered, both internationally and historically, in order to be of actual conceptual value. Education and the State presents a broad variety of approaches and examples that provide a significant contribution to the understanding of the relationship between education and the state. It will be of key value to academics and researchers in the fields of the history of education, the politics of education, and educational administration.

A history of British trade unions between 1933 and 2000, covering key issues and controversies.

Praise for First Edition: "'Key Issues in Secondary Education" addresses crucial cross-curricular issues which are central to secondary schooling in the new millennium. We are confident that this book will make a major contribution to the understanding of new teachers as they grapple with issues that go beyond subject boundaries and as they explore the fundamental issues which affect schools and young people today."- Donald McIntyre and Mike YoungerThis eagerly awaited second edition has been fully up-dated and revised with new chapters on the nature and measurement of intelligence and issues of race and racism in school and society. Other chapters addressing the rapidly changing world of educational policy and innovation have been substantially rewritten to take account of recent developments and current debates. All contributors write clearly and accessibly, without over-simplifying the complexity of the issues or the value they pose.

The decline of British Industry in the late Victorian and early Edwardian period is the subject of major concern to economic and modern British historians. This book sets out the present state of the discussion and introduces new directions in which the debate about the British decline is now proceeding: Among other themes, the book examines: * the role of the service sector alongside manufacturing * the distinctiveness of the British regions * the state's role in the British decline including an analysis of its responsibility for the maintenance and modernization of infrastructure * the association of aristocratic values with entrepreneurial vitality * how British historians have discussed success and failure, with a critique of the literature of decline.