Does Education Have a Future?: The Political Economy of by Jarl Bengtsson, Albert van den Berg, Alain Gras, B.J. Hake,

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 venture 1: "Educating guy for the twenty first Century" of Plan Europe 2000, backed via the ecu Cultural beginning. whereas lots of the reviews introduced below this venture care for 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 substitute futures of the final socio-economic approach. it may no longer be regarded as a normal integration or synthesis· of the various stories of the schooling venture of the ecu Cultural starting place - even though it attracts on them in addition to different lately released records. particularly, it's going to be considered as one of the attainable ways, analytical instruments, and incentives to the research and open dialogue of academic difficulties visible in a long term point of view. the quantity is the results of a collective attempt of a multinational crew of researchers. A colloquium of a few sixty individuals, assembly on the Uni­ versity of York in October 1972, supplied opinions and reviews to the 1st model of the record. yet merely the authors themselves declare responsibil­ ity for the technique of the learn, and the evaluations and conclusions expressed therein. those don't inevitably mirror these of the sponsors of the amount, the eu Cultural beginning and the clinical Committee of its schooling undertaking. • this sort of synthesis will seem because the concluding document of the Project.

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Extra resources for Does Education Have a Future?: The Political Economy of Social and Educational Inequalities in European Society

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Questions. This faith does nothing to overcome the basic alienative tendencies in individualized instruction. The privatization of the learning experience in individualized instruction may contribute to an increase in control over the learning process, and paradoxically lead to competition between isolated learners. Above all, the tendency to individualization may work against the ability of students to work together and learn from each other (Suppes 1973). It is difficult to see how human and social knowledge and skills can be learned outside of the group situation unless individualization is a strategy of control aiming to reduce group consciousness and increase manipulation of the individual.

E. basic inequality of life chances, the essence of equality programmes may need to be directed by positive discrimination. This means discrimination between the educational needs of unequal groups in society and developing the strategies appropriate to achieving greater equality between them. A radical policy of education for social equality would not seek to compensate for social inequality, but would seek to develop strategies of emancipation enabling the less than equal to participate fully in society with the long-term aim of changing and removing the sources of social inequality (Bengtsson 1971).

The international agencies, such as UNESCO, the Council of Europe, and the Centre for Educational Research and Innovation of OECD, have also played their part in the exchange, and increasing similarity, of educational ideas and practices in different countries. The main developments in policies in both Western and Eastern European countries follow identifiable key trends despite apparent differences in their overt political and educational ideologies (Poignant 1973). In the first place, changes in the structure of education are leading to the gradual, universal development of the comprehensive or common secondary school, the extension of the compulsory period of schooling until 16 or 17 years, and moves towards the integration of academic and professional branches of higher education.

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