plus which determined to a large extent what sort of education and jobs pupils could finish up with. The Act was thought to provide equality of opportunity for every child.
             Jones (2000) states that this was not enough and suggests that the Labour government had accepted the principles of the butler Act on reasons such as to the party members being educated in public school, or they respected the quality of teaching in grammar schools or not wanting to damage the academic standing of these schools.
             The Tripartite system was defended by Conservative politicians but came under attack in the 60s from Labour government. Labour government elected in 1964 made changes that introduced the comprehensive school. Haralambos (2000).
             During the 70s education took a new shape this was an aspect that emerged from the new government not just the type of school but also the methods of teaching became political issues. central issues such as the opec oil crisis, a rise in youth unemployment and the role of education became major concerns of the government which was debated. The "Great Debate" of the 70s centred around "progressive" ideas of education arising from the works of educational philosophers such as John Dewey, with the emphasis on child-centred learning through discovery rather than simply being fed facts versus the more traditional approach which stressed formal learning, the importance of basic skills and passing on cultural values and discipline.
             The James Callaghan speech at Ruskin College calling for a great debate on education argued
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