ABSTRACT
Russell was convinced that these priority objectives would ‘once again cast the Workers’ Educational Association (WEA) in the role of educational pioneer, bringing to those in great need services that they may have hitherto rejected.’ The Committee gave its warm support to this development role but was conscious that in practice progress would be dependent on additional state funding. Within the WEA the three-year period following the publication of the Russell Report was dominated by attempts to negotiate new grant-aiding arrangements. Undoubtedly the task was made urgent by the serious financial plight of many Districts, yet made difficult by the Association’s rejection of the Russell formula for centralized funding. Education for the socially and culturally deprived living in urban areas. Most certainly there has been a decline in this area even allowing for redefinition of some Liberal and Academic Studies provision. But to suggest that concerted attempt to shift the balance of work was the major contributory cause is incorrect.
