ABSTRACT

One of the major tasks of the English educational system since 1945 has been to supply increasing numbers of highly educated recruits to the labour force. As in other major industrial societies this has presented problems of expanding the provision of higher education. But a particular problem in England has been the pattern of state secondary schooling. In the selective ‘tripartite’ arrangement which has characterized the English state system since 1945, only the 20-30 per cent of students admitted to the selective grammar or technical schools have generally had the opportunity of an education which, in content or duration, could lead to entry to higher education. The majority of students who entered the secondary modern schools followed programmes which terminated at the minimum school leaving age and which were specifically precluded from leading to qualifications which could secure access to higher education. 1 For all but the minority the minimum school leaving age marked the maximum extent of full time education, and the ensuing limitation of life chances.