Abstract
From the Board Schools of the 1870s to the Polys of the 1960s, the structure of formal education in Britain has grown ever more elaborate. Now at every level it is under the greatest financial pressure. Yet never has so high a proportion of adults needed to learn — in many cases to learn quickly — in face of technological obsolescence, bureaucratic encroachment or complex environmental dilemmas. People learn when they have to, Boyle argues: and he examines areas where broadcasting and libraries would appear to be operating side by side.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
