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Poverty and Educational Priority

  • Keith G. Banting
Part of the Studies in Policy-Making book series (STPM)

Abstract

The impact of the rediscovery of poverty in the 1960s soon spread beyond the narrow range of income transfer programmes initially focused on by the CPAG. As the decade progressed, specialists in a wider and wider range of policy areas took up the issue, until proposals for reform to aid the poor were being made in virtually every domestic policy area-education, housing, health, personal social services, taxation, incomes policy. The first major extension of the poverty debate came in 1967 when the Central Advisory Council on Education (CACE) issued a dramatic call for a national programme of compensatory education.1 Education, the Council argued, should be employed in a concerted effort to break down the social barriers that trap young children in poverty. The most deprived urban areas should be designated Educational Priority Areas (EPAs) and receive exceptional educational resources, the best and most generous educational facilities in the land.

Keywords

Poor Child School Meal Building Programme Family Allowance Formal Designation 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Notes

  1. 1.
    Central Advisory Council for Education (England), Children and their Primary Schools (London: HMSO, 1967). Hereafter cited as Plowden Report.Google Scholar
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    Anne Corbett, Much To Do About Education, 3rd edn. (London: Council for Educational Advance, 1973), p. 6.Google Scholar
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Copyright information

© Keith G. Banting 1979

Authors and Affiliations

  • Keith G. Banting
    • 1
  1. 1.University of British ColumbiaVancouverCanada

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