ABSTRACT
The educational policy must appear visibly at known local places, i.e. there must be a clear spatial logic to the design of the delivery of the service. This is a key service, and it requires to be located spatially in association with other supportive services. Educational policies seldom pay attention to the geographic scale of planning. Without sensitivity to locality, as place and topic for study, an educational policy for a deprived area is likely to make little impact and its failure will diminish the chances of the rest of the community development policy package succeeding. The harsh financial circumstances in local government argue against experiment. Yet the incontrovertible facts about the state of educational need in Glasgow Eastern Area Renewal (GEAR) demand something urgent and novel to provide the essential educational underpinning without which the other social and economic policies directed to this area will make little impression at all on the deprivation of its people.
