Section 4 of the Education Act 1944 set-up two Central Advisory Councils for Education, one for England and one for Wales and Monmouthshire. The purpose of the councils was to advise the Minister of Education upon matters connected with educational theory and practice, the advices were used to refine educational policy and develop educational institutes. Starting with a terms of reference, the councils would carryout an enquiry and produce a report which would be submitted to the Minister of Education who could choose to publish the report.
Purpose of the councils
Rab Butler who was responsible for passing the Education Act 1944 (aka the Butler Act), elaborated on the purpose of the councils when the bill was moved for a second reading in parliament:
To "hold aloft the torch of true learning" metaphorically described the outcome from applying current educational theory and best practice to improve education. To achieve such an outcome, evidence & research based advice was needed to influence government thinking, justify policy change, and set priorities so leading to the reallocation of resources used for education. The enquiries by the councils followed by the publication of their findings in reports were simply the first step to achieving the change needed to improve children's lives for the better.
The reports, socialised out the current practices in education, both good and bad. They often legitimised some sensible ideas for educational change which were previously considered radical & progressive by the educational establishment. They had an unequalled ability to obtain a broad consensus for change across both the public and education profession. They established a blueprint for best practice and encouraged its adoption and they set parents expectations for the education of their children. Most importantly of all, they economically demonstrated the relationship between education and growth which helped to justify the significant post-war expansion in public education services. The reports often achieved their aims slowly by influencing government though exerting political pressure and extracting commitments which eventually led to the change needed to improve the lives of children.
The councils were learned, independent and respected. They received and absorbed evidence across a diverse range of opinions and undertook detailed research and surveys to support their findings. The result was the reports often became the definitive documents on a particular education service and were sometimes best sellers in their own rights.
To this purpose and over their 22-year lifespan, the councils investigated some of the most pertinent educational questions of the time with the results of their most important enquiries being published in reports by His Majesty's Stationery Office (HMSO). In addition the Ministry of Education sometimes received advice in the form of reports from the councils but then chose not to publish, these are on public records at the National Archives in Kew.
Composition of the Councils The Minister of Education appointed the chairman & members for each council and supplied the secretariat from the Ministry of Education. The Education Act obliged the minister to appoint both persons who had experience of the public education system as well as persons who had an experience of educational institutions not forming part of that system, the original aim was to enlist the help of representatives of different aspects of the national life, whether they be industrial, scientific or cultural. This resulted in an eclectic mix of people on the council as evidenced by the membership of the inaugural English council, which was appointed by Rab Butler, the first Minister of Education: -
Inaugural (1945) Central Advisory Council for Education (England)NameRolePositionRepresentingSir Fred Clarke ChairmanDirector of the Institute of Education in the University of LondonEducationalists & AcademicsMr. W. O. Lester SmithMemberDirector of Education, Manchester.Sir Charles Darwin, K.B.E., M.C., F.R.S.MemberDirector, National Physical LaboratorySir Henry ClayMemberPrincipal, Nuffield College, OxfordProfessor B. Dobrée, O.B.E.MemberProfessor of English Literature, Leeds UniversityProfessor R. A. B. MynorsMemberProfessor of Latin, University of Cambridge.Professor Willis JacksonMemberProfessor of Electro-Technics, University of Manchester.Professor J. A. Scott-Watson, C.B.E.MemberChief Education and Advisory Officer, Ministry of Agriculture.Miss M. F. AdamsMemberHeadmistress Croydon High School for GirlsPractitioners Inside the
Public
Education
SystemMr. J. F. Wolfenden, C.B.E.MemberHeadmaster, Shrewsbury School.Mr. Ronald GouldMemberHeadmaster, Welton School, SomersetMiss E. DoddsMemberWarden, Bishop Creighton House, FulhamLady Allen of HurtwoodMemberChairman of the Nursery School Association of Great BritainDr. C. F. BrockingtonMemberSchool Medical Officer, Warwickshire County Council.The Right Reverend the Lord Bishop of BristolMemberSecretary, Council of Church Training Colleges, and Christian Education Movement.Educators Outside
the Public
Education
SystemRev. Dr. A. W. Harrison MemberSecretary, Methodist Education Committee.Lieutenant-Colonel the Honourable N.A.S. Lytton-MilbankeMemberNational Catholic Youth Association.Sir Phillip Morris, C.B.E.MemberDirector-General of Army Education.The Honourable Mrs. Youard.MemberRural Education.Mr. Harold ClayMemberTransport and General Workers' UnionEmployers & UnionsSir Claude Gibb, F.R.S.MemberGeneral manager and Director of C. A. Parsons & Co. Ltd.The Honourable Josiah WedgwoodMemberManaging Director, Josiah Wedgwood & Sons Ltd.Miss M. S. SmylieSecretaryMinistry of Education, H.M. InspectorSecretariatMiss J. M. CrafterAssistant SecretaryMiss M. E. ForsythClerkClerk
History The constitution of the councils only changed organically over the first decade as originally the tenure of membership was set on a rotating basis allowing for some change to the council composition whilst still ensuring continuity, this organic change included the fact some councillors resigned of their own volition or died and those vacancies were filled, during this historical phase there was only one change in chairman as Sir Fred Clark was replaced by Samuel Gurney-Dixon.
This way of operating changed in 1956 when Sir David Eccles started to re-constitute the main English councils for each new enquiry, subsequently it was reconstituted 3 times by the Education Minister of the time: -
In March 1956, by the minister, Sir David Eccles under the new chairman, Sir Geoffrey Crowther In March 1961, by the minister, Sir David Eccles under the new chairman, Lord Amory, who resigned during his tenure forcing the vice-chairman, John Newsom to then step-up to chairman In August 1963, by the minister Sir Edward Boyle under the new chairwoman, Lady Bridget Plowden, with John Newsom dropping back down to vice-chairman.
Organisation The councils were public bodies within the government of the United Kingdom, for context : -
The role of Minister of Education was created under the Education Act. The Prime Minister appointed a member of parliament to the role. The Education Minister produced an annual report for parliament. The Education Minister was scrutinised by parliament and its committees.
The two advisory councils fitted into this organisation as follows: - The central advisory councils were created under the Education Act so they were statutory. The Education Minister appointed the chair and members of the council. The Education Minister provided terms of reference for the enquiries. The councils could also set their own terms of reference and could make independent enquiries as they saw fit. By statute the annual report of the Ministry of Education included information on the workings of the councils.
This information enabled parliament and its committees to scrutinise the work of the councils.
This model resulted in the councils being partially autonomous rather than completely sub-ordinate to the Minister of Education.
Remits of the published enquiries Each of the enquiries undertaken by the councils were under a terms of reference (aka remit) which defined the scope & bounds of each enquiry. The councils either enquired on the questions raised by the minister or on questions independently identified by the councils themselves. Remits for the Published Enquiries Undertaken by the Central Advisory Council for Education (England)EnquiryDate of InceptionChairman of Council at InceptionEducation Minister at Inception of Enquiry Enquiry Incepted byTerms of ReferenceSchool and Life1944Sir Fred ClarkeRab ButlerCouncil with the agreement of the minister"The subject to which the Council proposes to address itself first is the transition from life at school to independent life. It will examine the content and methods of education in those schools from which the actual transition is made, and proceed to the influence of earlier education from the nursery school onwards, and at the other end of the scale to the special problems of part-time education. The general purpose of the enquiry will be an appreciation and criticism of existing education as a preparation for a useful and satisfying life."Out of School1947Sir Fred ClarkeGeorge TomlinsonMinister of Education"To consider and report on the natural interests and pursuits of school children out of school hours; the provision made for these outside their homes; the value of such provision and the desirability of further or different provision; and the extent to which school work and activities can and should be related to and develop these interests."Early leaving1952Sir Samuel Gurney-DixonFlorence HorsbrughMinister of Education'To consider what factors influence the age at which boys and girls leave secondary schools which provide courses beyond the minimum school-leaving age; to what extent it is desirable to increase the proportion of those who remain at school, in particular the proportion of those who remain at school roughly to the age of 18; and what steps should be taken to secure such an increase.'15 to 181956Sir Geoffrey CrowtherSir David EcclesMinister of Education"To consider, in relation to the changing social and industrial needs of our society, and the needs of its individual citizens, the education of boys and girls between 15 and 18, and in particular to consider the balance at various levels of general and specialised studies between these ages and to examine the inter-relationship of the various stages of education".
This was extended by the education minister (Lord Hailsham) on 1 July 1957 through issuance of circular 326: -
"to consider whether any, and if so, what arrangements should be made for the examination of those secondary school pupils for whom the General Certificate of Education was recognised to be inappropriate"Half Our Future1961Lord AmoryLord EcclesMinister of EducationOriginal: - 'To consider the education between the ages of 13 and 16 of pupils of average or less than average ability who are or will be following full-time courses either at schools or in establishments of further education. The term education shall be understood to include extra-curricular activities.'Children and their Primary Schools1963Lady Plowden JPSir Edward BoyleMinister of Education'To consider primary education in all its aspects and the transition to secondary education'
Own remits The unique difference between the councils and the commission which proceeded it or the committees which followed was the ability to set its own terms of reference, independently of the minister of education.
Major published reports
English publications The following are the six reports published by the English council: -