Starting with the creation of the early technical schools before the First Wold War and finishing with John Patten's policies as Secretary of State for Education in 1993, Sanderson examines the development of the technical school sector and the factors which weakened it and led to its demise. The book argues that the neglect of technical schools has resulted in poor levels of skill formation and industrial performance in Britain, especially since the Second World War.

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.

In recent years the study of the history of education has flourished and expanded. It has moved from being a specialist interest to one which concerns economic and social historians, who see that education has played a central part in the discussion of industrial development and the formation of the social structure. In this study, revised and updated throughout, the author reviews the history of education in the 19th century and the academic debate surrounding it. He examines the discussion surrounding literacy, its trends and significance in the creation of an industrial labour force. He also considers the successful development of a middle-class scientific culture in the 18th century and the relative failure to develop technical education in the 19th century. This period was marked by the development of the Victorian public school and by reforms in the universities. It also saw the involvement in education by radical working class and feminist groups, who were struggling for recognition.

Originally published in 1972, The University and British Industry examines the lively and controversial relationship between British industry and the university. The book looks at the impact of industry on the development of British universities from the 1850s to the 1970s, and with contribution from the universities to industry through scientific research and the supply of graduate skills. The book argues that the close involvement of the universities and industry has been one of the chief beneficial forces shaping the British universities movement in the last hundred years. It gives an account of the changes which took place within the universities to make them more suitable for industries purposes, describing for example the early rise of the English civic universities, strongly financed by, and closely supporting industry. The book also considers how, during the two world wars, industry became highly reliant on the universities for the war technology, and how, despite the depression between the wars, university research and graduate employment embraced the widening opportunities of the new industries. The book also discusses the expansion of the university in the sixties and points out that industrial motives have merged with those of social justice, posing dilemmas for present and future relations between universities and industry.

Originally published in 1972, The University and British Industry examines the lively and controversial relationship between British industry and the university. The book looks at the impact of industry on the development of British universities from the 1850s to the 1970s, and with contribution from the universities to industry through scientific research and the supply of graduate skills. The book argues that the close involvement of the universities and industry has been one of the chief beneficial forces shaping the British universities movement in the last hundred years. It gives an account of the changes which took place within the universities to make them more suitable for industries purposes, describing for example the early rise of the English civic universities, strongly financed by, and closely supporting industry. The book also considers how, during the two world wars, industry became highly reliant on the universities for the war technology, and how, despite the depression between the wars, university research and graduate employment embraced the widening opportunities of the new industries. The book also discusses the expansion of the university in the sixties and points out that industrial motives have merged with those of social justice, posing dilemmas for present and future relations between universities and industry.

This title, first published in 1975, analyses the ways in which developments in Victorian universities have shaped both the structure and the assumptions of British higher education in the twentieth century. No period of British higher education has been more full of change nor so rooted in fundamental debate than the second half of the nineteenth century. Its lasting impact makes it crucial for an understanding both of this period of Victorian social history and of the contemporary system of higher education in Britain. This title will be of interest to students of history and education.

This title, first published in 1975, analyses the ways in which developments in Victorian universities have shaped both the structure and the assumptions of British higher education in the twentieth century. No period of British higher education has been more full of change nor so rooted in fundamental debate than the second half of the nineteenth century. Its lasting impact makes it crucial for an understanding both of this period of Victorian social history and of the contemporary system of higher education in Britain. This title will be of interest to students of history and education.

For many years, British scientific and technical education has been regarded as inadequate and poor in comparison to competing countries. The deficiencies of the British education system and its failure to support and promote vocational education and training to create "human capital" in the labor force have been seen as a large factor in Britain's economic decline since the 1870s. Michael Sanderson examines education's supposed part--or not--in this decline and focuses on those issues where education has been seen to fail the needs of the economy.

In recent years the study of the history of education has flourished and expanded. It has moved from being a specialist interest to one which concerns economic and social historians, who see that education has played a central part in the discussion of industrial development and the formation of the social structure. In this study, Dr Sanderson reviews the history of education in the 19th century and the academic debate surrounding it. He examines the discussion surrounding literacy, its trends and significance in the creation of an industrial labour force. He also considers the successful development of a middle-class scientific culture in the 18th century and the relative failure to develop technical education in the 19th. This period was marked by the development of the Victorian public school and by reforms in the universities. It also saw the involvement in education by radical working class and feminist groups, who were struggling for recognition.