Technical education — a local or national responsibility?

Much has been and is written about philosophies and fundamental beliefs in education as conducted in schools and in universities and other institutions of higher education. Little or nothing is published about non‐advanced further education, although this concerns hundreds of thousands of students, and even less about that part of further education which used to be called, and is still popularly known as, “technical education”. Yet in this, no less than in the other better known parts of the educational system, action is controlled and effort directed according to certain precepts, often not clearly recognised as such. This is the first of a series of articles in which an attempt will be made to identify the sources of such beliefs and to assess their validity in a modern context.