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This paper explores what needs to be done to better address the growing and substantial inequalities in the UK and how the 'Levelling Up' policy that seeks to address them could be improved. It argues that a much longer-term vision and a sharper, cross-government focus on fewer challenges is required to make a more tangible impact. Four key findings are identified: a focus on health and education is fundamental for our social and economic prosperity; there is a need for greater devolution of power, with transparent and robust accountability; an open, nationwide knowledge base to share what works and what does not, and the lessons learned from innovative pilots, is required; and a more holistic approach is needed to support businesses and provide them with better-quality support. This paper argues that without these issues being taken into consideration, the lives and well-being of our disadvantaged citizens, our children and our economy will continue to worsen. It concludes that making economic development a statutory function, putting it at the very heart of our public services, is needed to ensure that the levelling up outcome is achieved. [ABSTRACT FROM AUTHOR]

This paper is based on the recollections of its author of the work of the Investment in Education team from its inauguration in summer 1962 until the completion of its work in early 1965. The author was a research assistant to the team throughout the period of the study and was directly involved in the collection and analysis of the data on which the findings of the report were based. The paper describes the conditions under which the team operated. It adverts to some of the contentious issues which arose out of the data analysis. It explores the evolving roles of the Steering Committee, of senior civil servants in the Department of Education and of the chairman and of individual members of the team during the two-and-a-half-year period. It discusses some of the external influences which impacted on members of the team and explores how the changing economic and cultural life of Ireland in the early 1960s affected their thinking. It touches on the setting up of the Development Branch in the Department of Education in 1966 and its premature disbandment by the Minister Richard Burke in 1973. [ABSTRACT FROM AUTHOR]

This paper examines the inter‐relationships between ‘education’ and ‘sustainable development’ as these are played out in the political arena. Each of these two important areas of policy is prioritized by the UK government: education for over a 150 years, but emphatically so since 1997; sustainable development since at least 1992 when the Rio Earth Summit brought the issue to political (if not) public attention, and when this (and other) governments entered into treaty obligations to advance sustainable development through the policy process—obligations which were reinforced during the Rio + 10 Summit in Johannesburg in 2002. We have written, with others, about the rise of interest in education's role in sustainable development in the period since Rio (Reid et al. , Geography , 87(3), pp. 247–255) and this paper does not go over this ground. Instead, we examine a range of contrasting perspectives that have been taken on these issues, ask what they reveal and what they do not, and further ask what we can and cannot say about politics, education and sustainable development. Finally, we argue that if sustainable development is to be promoted through education this requires that we learn to re‐think our thinking about politics. [ABSTRACT FROM AUTHOR]

While economic factors play a crucial role in determining election outcomes, the place of economic understanding in educating citizens is neither widely recognized nor substantially articulated in the literature. Although economic educators have frequently asserted that economic understanding is important to citizens’ education, they have not set out their case by engaging with the wider literature on citizenship education. This paper identifies two dimensions of an economic education that enable it to contribute to a ‘maximalist’ citizenship education. [ABSTRACT FROM AUTHOR]

This paper examines the pattern of educational homogamy in Ireland and Britain. Using contemporary data on recent marriages from the early 1970s through to the mid-1990s, we show that these two countries share a broadly similar pattern of educational homogamy, which is quasi-symmetric in character, with no tendency for women to marry up over and above that which can be attributed to the gender difference in educational attainment. In the 1970s, the strength of homogamy was much weaker in Ireland than in Britain. But we discern a clear inter-country difference in how the net strength of homogamy has changed over time. While it has declined in Britain since the 1970s, in Ireland the strength of homogamy has first increased and then levelled off. Our findings are inconsistent with the inverted U-shaped relationship between economic development and homogamy reported by Smits, Ultee and Lammers (1998) - an argument premised on secular change in the criteria of spouse selection. Instead, our results are better understood in terms of Mare's (1991) life course argument that homogamy is inversely related to the time-gap between school departure and first marriage. [ABSTRACT FROM AUTHOR]

The article offers information on the U.S. Congress concern on the rising education in India and China that would affect the U.S. Competitiveness. It informs that the Business Trends Library assumes economic growth has been very slow and does not cause society to change significantly during a human life. It reflects that increasing consumption by post-industrial countries have created increasing imports of materials from outside and for this they must find means of paying. It informs that the countries including the U.S. and Great Britain are US are moving out of the mass production phase of economic development into the new level of post industrial development.

This article presents information on the role played by education and training on developing skills required for the effective functioning of the British economy. The policies being developed emphasize on more years of formal education, followed by an individual commitment to lifelong learning, as the means to achieve the twin aims of economic growth and social inclusion. Therefore, a vocational education and training program was developed which increasingly focused on meeting the demand of large corporations.

Discusses the relationship between education and economic growth in Great Britain from 1833-2000. Empirical evidence concerning public expenditure on education; Use of Kondratiev cycles; Educational and economic policy.

This paper examines the origins of state educational systems in Europe in the nineteenth century and the institutionalization of mass education throughout the world in the twentieth century. We offer a theoretical interpretation of mass state-sponsored schooling that emphasizes the role of education in the nation-building efforts of states competing with one another within the European interstate system. We show that political, economic, and cultural developments in Europe led to a model of the legitimate national society that became highly institutionalized in the European (and later, world) cultural frame. This model made the construction of a mass educational system a major and indispensable component of every modern state's activity. We discuss the usefulness of this perspective for understanding recent cross-national studies of education. [ABSTRACT FROM AUTHOR]

This article explores the important role played by higher education in broader skills and economic development policies in England and Scotland. It places the often divergent policy experiments and structural developments in these two countries' higher education systems within an international policy context and explains why England and Scotland are often tackling common problems and challenges in different ways. Scotland's retention of a centralised funding system for higher education, its enthusiasm for a closer integration of higher education with other forms of skills creation and its emphasis on skills utilisation are all leading to greater divergence from England. [ABSTRACT FROM AUTHOR]

The article presents a reprint of the article "Teaching Development at Graduate Level in Britain," edited Dudley Seers, which appeared in the Volume 11, Number 3 1980 issue of the "IDS Bulletin." Courses in development studies in Great Britain are said to be in direct and active competition with similar potential or actual courses offered in developing countries.

The history of careers guidance in Northern Ireland has many similarities but also many differences from experiences in other parts of the UK. The Careers Service has remained within central government for the duration, and this has provided a degree of consistency in service provision over time. In line with the Department for Employment and Learning's Corporate Plan for 2005–2008, the new Careers Service for Northern Ireland will aspire to be an all-age guidance service. The development of careers education provision in the education sector is examined, as is the emergence of adult guidance as a province-wide provision. Issues considered include staffing, training, evaluation, targeting need, the merits and demerits of locating the Careers Service within the Civil Service, and potentially conflicting responsibilities to clients and to the employing department. [ABSTRACT FROM AUTHOR]

Devolution of powers to Scotland has accentuated pre-existing divergence from the rest of the UK with respect to education, training and career guidance provision. Scotland now has an all-age national careers service—Careers Scotland. It is suggested that it is unlikely that a national, publicly-funded careers agency would have been established in the absence of devolution. The article outlines the development of career guidance in Scotland over the last 25 years and how the pre-existing Scottish context and the new context of devolution have impacted upon it. The role of Careers Scotland and its relationship with other providers of career guidance in Scotland are examined. Other key issues considered include: the allocation of resources based on need; relationships with local authorities and schools; and training and professional identities in an increasingly diverse UK guidance context. [ABSTRACT FROM AUTHOR]

The article focuses on education for sustainable development in Great Britain. The launch of the Decade of Education for Sustainable Development (DESD) provides an opportunity to ensure that international and national programmes are closely linked to understanding the world in which we live, the divisions between rich and poor, and the need to engage people in working for a more just and equitable world. Furthermore, by reviewing progress to date in England, this article will suggest there has been a distinct lack of clarity and debate about what is particular about education for sustainable development (ESD).

The article discusses the effort of the Department of National Heritage (DNH) to address issues involved in the establishment and maintenance of museums in Great Britain. It is stated that the DNH aimed at nurturing and enhancing the rich and varied cultural life of the nation for the education and enjoyment of present and succeeding generations. The department will pursue its goal in ways which will also contribute to the health of the economy.