Over 100,000 Canadian workers participate annually in educational programs conducted by their union or the broader labour organizations to which their union belongs. Union-based education is the most significant non-vocational education available to working people. This activity has been going on for decades, and Jeffery Taylor's Union Learning: Canadian Labour Education in the Twentieth Century is the first comprehensive history of it. Union Learning chronicles the rise and decline of the Workers' Educational Association, the development of internal union educational programs, the consolidation of the Canadian Labour Congress's educational system after 1956, the origin and growth of the Labour College of Canada, and the patchy history of university and college involvement in labour education. Taylor argues that a new emphasis on broad-based and activist education today promises to rekindle the sense of an educational movement that was present in the labour movement in the 1930s and 1940s. The book includes a number of illustrative sidebars and photographs. He has developed a website containing images, video and other materials related to the history of labour education in Canada: http: //unionlearning.athabascau.ca

Claims the rebellion of poor and working class children against school authority prepares them for working class jobs.

This book presents a valuable and authoritative evaluation of the real impact Labour’s two terms have had on the British education system. On the 1st May 1997 the British electorate witnessed a watershed moment. After an eighteen year Conservative rule, a New Labour government took office. When asked what his top three priorities were for the first term, Tony Blair stated that they would be ‘education, education, education.’ This book questions the extent to which the policy has met the rhetoric; examining Labour’s education policy, practice and achievements during Blair’s two terms in office. This selection of writings by highly respected academics in this field charts and evaluates the effects of policy changes on the various sectors of the educational system and on the major indicators of inequality. This book was previously published as a special issue of the Oxford Review of Education.

In 1997 Tony Blair broke with tradition by naming education as a major priority for the General Election Manifesto. In the past, Labour leaders had tended to give education a much lower priority. Despite this, Blair has been greatly criticised for his educational programme 1997-2001. Was he taking education away from traditional labour values of fairness and equality? Was Blair's 'Third Way' just 'Thatcherism in Trousers'? Denise Lawton approaches such questions by analysing labour education policies since 1900 and shows that from the very beginning the labour Party lacked unity and ideological coherence concerning education. Specifically, there has always been a tension between those like the early Fabians who saw educational reform in terms of economic efficiency, and the ethical socialists whose vision of a more moral society stressed the importance of social justice in education. After an assessment of Labour ideologies in the past, this book concludes with an examination of New Labour and the 'Third Way' in education and suggests some changes that will be necessary in the near future.

This textbook, organised into two parts and comprising 20 chapters, maintains the fundamental concepts of industrial relations and labour legislation in a chronological order. The text apprises the reader with the intricacies of the various concepts, theories, tools and techniques, approaches, methods, legislations and interventions and other concerned mechanisms that are relevant to the maintenance of good industrial relations. While the beginning and middle chapters are based on anatomy of industrial relations, viz. various concepts and approaches to IR, industrial disputes, collective bargaining, trade unions, workers’ participation in management, discipline, grievance handling procedure, wage fixation, technological changes, industrial safety, health and hygiene, workers’ education, quality circles, structuring of jobs, fringe benefits, labour policy of the Government of India, and so on, the remaining chapters give an analysis of the issues pertaining to the ILO and its impact on Indian labour legislation, the machinery of labour administration in our country, labour reforms being undertaken since the NDA Government came in power, and labour legislation, including protective and employment legislation, regulatory legislation and social security legislation. The book is intended for the postgraduate students of industrial relations and labour legislation/human resource management/personnel management and industrial relations/business economics/social work/human resource and organisation development/personnel management/public administration and also for the students pursuing postgraduate diploma courses in labour laws, labour welfare and personnel management/labour law and administrative law/personnel management and industrial relations/human resource and management. It is also of immense use to the students opting for executive programme in ‘industrial, labour and general law’ (offered by ICSI), and similar courses at undergraduate and diploma level.

This systematic study considers the early performance of New Labour in power. Each chapter examines New Labour's initial comments, charts opening policy moves, and traces policy trajectories in each major department of state.

Originally published in 1970, Michael Parkinson examines the Labour Party’s attitude towards secondary education in general and comprehensive schooling in particular and shows the effect of the party’s philosophy on the question of education and its social importance. The Labour Party is seen both as a policy-maker with the power to implement policies and as a pressure group with power only to influence. The case study provides valuable background reading to the controversies over comprehensive education at the time.

Michael Fielding looks at what the Labour Government has achieved in the last four years with its policy of 'education, education, education'. There has been widespread disappointment in New Labour's education policies, which on the whole have not steered too far wide of those put in place by Margaret Thatcher, including issues of marketisation, testing and performativity. Michael Fielding has called on the key policy thinkers in education to offer their opinions on what has happened in education over the first three to four years of the New Labour Government. Education policy is a controversial subject and with a General Election expected within the next few months, this book will be read widely by people within education, politicians and journalists and by others anxious to get to facts and avoid the spin. The subject matter and the presence of so many high profile educationalists make this an essential read.

Includes section "Book reviews."