JAMMO ISSN 2146-3328

Professor Rogerson, an education leader in the Yorkshire region, having being actively involved in the implementation vis-à-vis the development of regional education policies within the various national education models and paradigms of England and Wales in the last 50 years analyses the 1944 Education Act seen as pivotal in defining the relationship between the centre and the regions after the 2^nd World War. He argues with breadth and depth that “subsequent developments have been in accord with the Act or have been enabled by the add-on legislation of succeeding governments because the educational themes, which developed later, have their origin in the intentions; the spirit, the mandatory or permissive mix of the 1944 Act; and in reactions to it.”