Abstract
The historical processes through which the school-leaving age came to be increased, to 16 in particular, bequeathed a complex educational inheritance to future generations that intensified a number of tensions at the heart of secondary education. These were not always understood to be connected to the raising of school-leaving age (ROSLA) because the issue was rapidly subsumed under the shifts in educational policy that took place in the years after 1972. ROSLA to 16 was not simply a case of extending what was there already, but implied widespread systemic change that would eventually impact upon the policy of raising the participation age (RPA).
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Notes
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© 2013 Tom Woodin, Gary McCulloch, and Steven Cowan
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Woodin, T., McCulloch, G., Cowan, S. (2013). Raising the Participation Age: Policy Learning from the Past?. In: Secondary Education and the Raising of the School-Leaving Age. Secondary Education in a Changing World. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137065216_9
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