Originally published in 1985, this is a study in the politics of the school curriculum. It explores the efforts which had been made since 1945 to adapt school science in England and Wales to the needs and opportunities of the so-called ‘technological revolution’. These endeavours had been strongly influenced by changing social and political concerns at the national level, and were stimulated by a continuing debate about the nature of the relationships between science and technology at the time. The book examines the role of science teaching associations and the post-war secondary technical schools in curriculum change, and assesses the importance not only of such agencies as the DES, the Schools Council and the Manpower Services Commission but also of interest groups related to industry, engineering and professional science. The changing situation since the opening of the Great Debate on education in 1976 is described in detail. The book also considers the impact and significance of recent curriculum initiatives and examines the prospects for future reform. Today it can be read in its historical context.