Introducing economic and industrial understanding ‐ the primary school

Abstract

Considers the history of Compacts, their differing natures, their range of objectives and factors which have determined their effectiveness. As funding for the Compact initiative is soon to be withdrawn this work tries to demonstrate their role and to ascertain what they offer in terms of: improving achievement, extending industrial understanding and support to pupils in transition from school to work or extended education. Examines the pattern of development nationally and pursues these issues by analysis of a case study involving Compact initiatives in one school in Kirklees in order to assess whether Compacts have a continuing and useful role to fulfil in the education system.

Citation

Raven‐Hill, D. (1996), "Introducing economic and industrial understanding ‐ the primary school", Education + Training, Vol. 38 No. 7, pp. 30-36. https://doi.org/10.1108/EUM0000000004284