ABSTRACT
This chapter examines strategies that have been devised for the possible alleviation of continuity problems but a prior consideration must be to clarify what is understood by continuity. It implies that a precise statement can be made as to the nature of 'the problem of continuity'. To advocate continuity in education is not to argue that there should be no change in successive schooling. Though complete continuity is unattainable, a statement of what it would entail provides a useful ideal by which to judge reality. Complete continuity can never be a realistic expectation if a school is to respect diversity of philosophy and teaching style. Manifestly, different types of transfer present different kinds of continuity problem. To the child who spends his schooldays entirely within one area, there may be but one major transfer to negotiate. Transfer from one stage of education to another presents a crisis point in a child's school career.
