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Using publicly available policy documents and key scholarly literature, the analysis shows that, beyond stated aims such as building a skilled labour force and moral citizens, the reform also pursued implicit goals including control of the working class and the maintenance of class segregation. It further highlights attendance problems, education quality issues, higher education demand, Church resistance, and the persistence of segregation and state–Church partnership in today’s system.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-reform-journal-volume-4-number-1-a-critical-review-of-the-compulsory-schooling-reform-in-england-and-its-lasting-implications-for-today/601912/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-reform-journal-volume-4-number-1-a-critical-review-of-the-compulsory-schooling-reform-in-england-and-its-lasting-implications-for-today/601912.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article analyze regarding England’s compulsory schooling reform?","Question",{"text":112,"@type":113},"It analyzes both implicit and explicit motivations and how these shaped unintended and long-term effects in England.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What implicit targets does the study claim were hidden within the reform?",{"text":117,"@type":113},"It argues the reform included controlling the working class and maintaining class segregation, despite stated public goals.",{"name":119,"@type":110,"acceptedAnswer":120},"What long-term effects does the article associate with the reform today?",{"text":121,"@type":113},"It links the reform to continuing class segregation and an evolving partnership between the state and the Church in England’s education system.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601912,1792191578,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Education Reform Journal Volume 4 Number 1, 2019  \ne-ISSN: 2602-3997 [http://dx.doi.org/10.22596/erj2019.04.01.14.25](http://dx.doi.org/10.22596/erj2019.04.01.14.25)  \nArticle  \nA Critical Review of the Compulsory Schooling Reform in England and its Lasting Implications for Today  \nAyse Demirel Ucan*1,2  & Serkan Ucan3   \nSubmitted: April 25, 2019; Accepted: June 15, 2019; Published Online: July 31, 2019  \nAbstract  \nThis article aims to examine the implicit and explicit motivations behind the compulsory schooling reform in England as well as its unintended and long–term effects by analysing publicly available policy documents and key scholarly literature. The analysis indicates that even though the 19th century’s schooling project appeared to focus on pursuing some explicit goals, such as creating more qualified and educated labour force and citizens with religious and moral values, in reality it hides several implicit targets, such as controlling the working–class and maintaining the class segregation. Moreover, this article points out the unintended effects of the compulsory schooling reform, including low attendance in schools, low quality of education, increasing demand for higher education and Church resistance, as well as its long–term effects existing in today’s English education system, namely the continuing class segregation and evolving state and Church partnership.  \nKeywords: Education reform; compulsory schooling; education policy; policy analysis  \nIntroduction  \nUntil 1870, the provision of education in England was based on the voluntary system which was controlled by charity organisations, but mainly the Church of England and the British and Foreign School Society (Mitch, 2019) . Eventually, the state intervention in education in the late 1800s aimed at rearing people according to several purposes which reflected the social, economic and political ideals of the state and the upper–classes. The 1870 Education Act introduced the compulsory schooling in England and Wales. Even though it did not bring a direct compulsion, it provided a basis for compulsory elementary education which gained strength with the 1876 Education Act and finally became directly compulsory for all children with the 1880 Education Act.  \n* CONTACT Ayse Demirel Ucan, [aysedemirel2@gmail.com](aysedemirel2@gmail.com)  \n1 Department of Education and Professional Studies, King’s College London, London, UK;  \n2 Religious Education Department, Faculty of Theology, Marmara University, Istanbul, Turkey, [ 0000-0001-9896-3339];  \n3 Faculty of Educational Sciences, Istanbul Medeniyet University, Istanbul, Turkey, [ 0000-0002-3639-3171]  \nIn the 19th century, the schooling was the main focus rather than the education (Simon, 1965) . It can be seen from the mentality of the policy makers that education, especially the elementary education targeted working–class children primarily to make them desired citizens and then to constitute a new labour force for industrial development. Curriculum was designed in such a way that training and disciplining this unruly class was a fundamental goal and did not include any imaginative critical approach that was the focal difference between schooling and education. This approach of schooling was obviously for maintaining the class division that almost all of state policies were relied on. As Simon (1965) states, “freedom, individuality, intellectual excitement and curiosity, these qualities found little scope in schools which served purely class ends; instead such qualities were fostered as would favour an unquestioning acceptance and defence of the status quo”(p.111) .  \nThe working–class who was presented as a problem, even a threat to “the internal peace”(Kay– Shuttleworth, 1862, p.61 in Grace, 1978, p.11) constituted an important part of education debates in England. Yet, the prevailing thought in that time, which was emphasized by Kay–Shuttleworth, was being shaped according to differences among social classes an","cbCaicStMmZMiEPd","https://ap.wps.com/l/cbCaicStMmZMiEPd","pdf",322580,12,"English","# Introduction\n# Methods\n# Research Questions\n# Discussion","[{\"question\":\"What does the article analyze regarding England’s compulsory schooling reform?\",\"answer\":\"It analyzes both implicit and explicit motivations and how these shaped unintended and long-term effects in England.\"},{\"question\":\"What implicit targets does the study claim were hidden within the reform?\",\"answer\":\"It argues the reform included controlling the working class and maintaining class segregation, despite stated public goals.\"},{\"question\":\"What long-term effects does the article associate with the reform today?\",\"answer\":\"It links the reform to continuing class segregation and an evolving partnership between the state and the Church in England’s education system.\"}]","Education Reform Journal - Volume 4 - Number 1 - A Critical Review of the Compulsory Schooling Reform in England and its Lasting Implications for Today | PDF",1792093682]