Download Does Education Have a Future?: The Political Economy of by Jarl Bengtsson, Albert van den Berg, Alain Gras, B.J. Hake, PDF
By Jarl Bengtsson, Albert van den Berg, Alain Gras, B.J. Hake, Ian Lister, Jürgen Zimmer, Dieter Berstecher, Gastone Tassinari
This quantity has been ready within the framework of undertaking 1: "Educating guy for the twenty first Century" of Plan Europe 2000, backed by means of the ecu Cultural starting place. whereas many of the experiences introduced lower than this undertaking take care of particular elements or degrees of schooling the current quantity makes an attempt to supply a extra worldwide view of academic futures and their relationships to replacement futures of the final socio-economic method. it may no longer be regarded as a normal integration or synthesis· of different reports of the schooling venture of the eu Cultural starting place - even though it attracts on them in addition to different lately released files. relatively, it's going to be considered as among the attainable methods, analytical instruments, and incentives to the examine and open dialogue of academic difficulties noticeable in a long term point of view. the amount is the results of a collective attempt of a multinational group of researchers. A colloquium of a few sixty contributors, assembly on the Uni versity of York in October 1972, supplied reviews and reviews to the 1st model of the file. yet in basic terms the authors themselves declare responsibil ity for the method of the learn, and the critiques and conclusions expressed therein. those don't inevitably mirror these of the sponsors of the quantity, the ecu Cultural beginning and the medical Committee of its schooling undertaking. • one of these synthesis will look because the concluding document of the Project.
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Additional resources for Does Education Have a Future?: The Political Economy of Social and Educational Inequalities in European Society
Such experience 30 Trends and problems in social and educational equality suggests that the very slight long-term effects may arise more from the fundamentallack of change in the assumptions and values of formal education. The essential problem lies in later school experience rather than in the preschool years. This may indicate that greater concentration should be given to changing and improving later educational programmes. While students are increasingly required to invest heavily in education and schools gain increased power in society, we are less certain of the nature of the inequalities involved in definitions of disadvantage.
The tremendous increase in the social stock of knowledge and skills, especially its scientific and technological components, have led to changes in the definition of the valued knowledge and skills which education should transmit. This has brought to the forefront of educational debate a challenge to the traditional content of general education and arguments for inclusion of more valid and relevant knowledge appropriate to an increasingly technological society. The greater importance of science and technology in general social and cultural development has largely supported an attack on the elitist forms of encyclopaedic general education in European schools.
The social basis of this dominant ideology of educational development becomes clear, however, when we begin to ask questions such as who is learning? What is being learned? How is it being learned? and Where is it learned? and Who is providing the answers to these questions and in whose interests. A brief analysis of some key issues illustrates the basic political dimensions of education development, and suggests that, if there is a crisis, it is in fact a social crisis concerning the distri buti on ofpower and resources (Drouard 1972).