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PERMANENT EDUCATION AN AGENT OF CHANGE

IN THE PkfSEñT EDUCATION SYSTEM

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S ~ ~ , ~ ~ < ~ > J I Gencra l s t a r t i n g hypo thes i s . . . . . . . 1

T h e o r e t i c a l con tcx t : thc o d u c a t i o n system and . t h e . t r a n s m i s s i o n of k n o w l c d p . . . . . I .. . . . T ~ . . . . . . . 6

SECTIOIT III Fu tu re p r o s p e c t s of t he c d u c a t i o n sys tem i n t h e l i c h t o f t h o e v o l u t i o n o f t h o xes+ advanced s o c i c t i c s i0

SECTIOTT IV

SECTIOiJ V

E f f e c t s of new oduca t ion trends on t h e o l d c d u c a t i o n system

A . All cduca t ion . e ~ . . o . . ~ 8 Y . . 0 ~ - e i . 17

E. Youth c d u c a t i o n . . . e 24

_ _ _ _ . _ _ . . . . .

. . . ~

_ _ _ . . . _ . . . . - . . . . .._ . .. .

. . . . . .

. . - - . ~ General c o n c l u s i o n e e I . v e e a m a e e o e e 33

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S c c t i o n I - Gcncraï s t a r t i n g hypo thes i s

T h i s i iypotlicsis may bc s t a t c d as fallows: t h e p r o v i s i o n of o p p o r t u n i t i c s 2nd i n s t r u m c n t s f o r a n c d u c a t i o n q. r o p r i a t c t o i n d i v i d u d s "who havc concludcd t h c i r Î o r ~ i a l educa ioi l qoilst i tÜtCn a b a s i ~ ~ f a c t c r m i n i n g tho s.Ùndmcnta1 rcf orm o f tIìc \ ï i l ; û I ~ . riyesen

*v.---- *L p --E---- q_ -- - I -- ------ - -

edqcat j on ssTctem - U p t o iioiv c d u l t c d u c a t i o n lias i n f a c t bczn a n c x t c n s i o n

o f f o r m a l s choo l ing ; cnsh branch be ing g r n f t c d on t o somc Bind o f s choo l cducatioi?. For t h c pursosc of a d u l t c d u c a t i o n ; widc r c c m r a c hcLs 5ecn had t o t h e y o u t h c d u c a t i o n machincry and staff o I:? t h i s r c c p c c t , fo rma l ' s choo l i i i g h m bcen taken aorc o r les3 d c l i l x r z t c l y 2s L", model.

Adul t c d u c n t i o n , morcover, i s f m from c o n s t i t u t i n g a n i i i tcgral nliolc. B o t h a t p u b l i c and pEivatc l c v c l , i t ha3 bccn o rgan i scd i n unco-ordínatcd abundance, t o scrvc s o c i o t y 31: for l u c r a t i v e cnds , m i t h i n an idcologic2 , l framework o r othcrtvisc, f o r u t i l i t c r i n n o r puruly c u l t u r a l puriiosc's, with t h e most d i v c r s c bbjcct ivcs: p r o f e s s i o n a l ; c u l t u r a l , p o l i t i c a l , trzàc- u n i o n i s t , family, r d m i n i s t r a t i v c , s o c i a l o r m i l i t a r y , by way of further cduca t ion , f a r t h e s tudy of languages 31 i n t h e form o f r c f r c s l i c r c o u r s e s Z-nd has bccn providcd by a11 kiiic!s of c s t , r b l i s t m c n t s i n c l u d i n g u n i v c r s i t i c s . This p l c t h o r z o f objcc- t ivcs GOZS h m d i n hand w i t h a no l e s s g rca t va r i c ty o f . method: ( 7 1 ~ ~ c o u r s c s ~ cven ing classes, ccr rcspondcncc c o u r s e s , study g-i-oups, i-xclzcnd cours'v's, rov.nd t a b l e s , r x d i o and TV courScSI courses on r c c m d s - t o ment ion o n l y t h e rzost v i d e - sp read nc thods ,

Dut tod3,y s o c i c t y i s Scg inn ing t o am!;cn t o t h a importcnco c f t h i s phnomoiion i n the c d u c a t i o n systcm aiid t o t h o nccd t o r a t i o n a l i s c , oi-ganisc, i n s t i t u t i o n a l i s c , t o promotc a ä u l t c d u c a t i o n cnii c o n t r o l a n a n a r c h i m l s r o l i f c r a t i o n i n which t l i c rc arc n e v e r t h c i c a s scrims gaps and shcr tconings i n b3th q u z d i t y and q u a n t i t y , I n t h i s connection A.S.?d* Hcly (1) draws a t t u n t i o n , ; inter a l ia , t o two i n t o r n a t i o n a l c o n f c r e n c e s called . by U?JET;CO: C l s i n o r c ( D o m m k , 1949) 2nd ?!igntrcL?l ( C a n d a , 1360) Thcrc C.TC a ï s 3 t i m many cndcavours nade by tkic Counc i l of

A (1) llITcw t r e n d s ir! c d u l t cduca t ion" , ' JNESCO, Par i s , 1963-

Europsis C o u n c i l ' f o r Cultur2,l Co-o o r z t i o n and the survcys and symposia Õf OECD, which hzs I_FsEI cx e n ed its a c t i v i t i e s i n t h c f i e l i : of - - scientific , t c c h h c a l and v o c a t i o n a l t r z i n i n g t o c d u c a t i o n d p l a n n i n g c.ni! cxp rcs s ly inc luded a d u l t c duca t ion , Confcrciicc 03 t h c 'V3rld Educa t ion Crisis held in ' d i l l i zmsburg (USA, So;i'cmlxr 1567) was concurncd w i t h thc same problcm, which i s anz lyscd by P h i l i p H, Coombs in his c x c c l l e n t su rvey (i). The recei i t s o t t i i i g - u p -DY OECD znd R o s c x c h w i t h t h e f i n m c i c , l s u p p o r t o f t h c Ford Founc!atioii i s s i , c r i i c i T o f t h e new approach to the e d u c a t i o n problcm,

Thc I i i t c r n a t i o r a l

o f thc Ccn-lrc f o r Educct iorxvl -.- I i î i ïoVa%iû~

T hc 7

- p r o j c c t l l l l iuc,nt ion i n t h c year Found2tio:i sliovm the s-me t r c rìd z ~ D D < p E c c i n t h e programa. c harze t c ri$ t i c i n t e r n a t i o n c l c'v e x h a u s t i v c , I len t ion must a l s o t a k e n 2-t mti oii?.l l cvc l .

2CC3" of t h e E u r o y c m C u l t u r c 1 , 2.nd "permnnFntl! e d u c a t i o n occup ies I cfi mcrcly c i t i n g here a few

' e n t s , b u t do n3 t c la im t h c t t h e y art bo m d c o f the vcry msny i n i t i z - t i v c E

E u t our g c n e m l s t a r t i n g hypo thes i s gocs beyond a r e a l i s a t i o n of t n c i n C L i v i s i b i l i t y of adelt cducabion m d thc importmcc $f thc! problcrn c l m i r g t h c present plias0 3f the cvc t lu t ion of s o c i e t y , The iiyytLlcsis

- ----- s-Lructuzcs

T h i s c o r o l l a r y i s the vcry r c v c r s c o f the p r o c e s s mhich lus s o fz-r c c t u c l l y t a k e n place ( i n f l u c n c c o f t h c s c h o o l s on a d u l t educat ion) . T h i s rcvcrsl.1 n i l 1 be b o t h the ncccssary consequence and thc e s s c n t i ; ? l C ~ ~ U B C cf the t r a n s f ormction c i contemporary s o c i e t i e s : be t h e y iiizhly i n d u s t r i a l i s c d o r i n cour se o f dcvclopnent.. And t h i s , i n its t u r n , will c m s e t h c t x . n s f o r m t i o n of modern man': l i f e mc! i t s ncz.ning. It must, i f liumanity i s t o ovorcomc thc c r i s i s cngzndercd by i t s s c i c n t i f i c 2nd t e c h n i c a i p rogress , which 7-t t h c s a c t imc enhances cnormously i t s power over mat te r , spzc2 and t i a c .

It is coyt , r in ly n o t Dur i n t c n t i o n t o break down open doors . We ~ ? r c p c r f o c t l y aware th t r c c c n t reports, i n cn t i cu l ; . . r r c p o r t : proparcd u t the r e q u e s t of t h e ---- Council f o r C u l t u r a l Co-~pc rc t i ; n : aré c.l3ng tlic scmc l i n e s , c s p c c i ? w l l y ~ t h 3 s e o f R c c t o r C a i x l l c , l'.'Il<,, T i c t g c n s ,-.nil Rasmusson 2nd of I3r. Boeglcn - t o mentiDr1 o n l y

.-Y

(i) ! lTk? - c r i s e rnondialc de l ' éducnt ionf ! ; Paris (PUF) 1968.

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t h o s e nh ich aro most e x p l i c i t i n t h i s Tespec t , t h e r e aro t h e I'twonty-two p ~ i i i t s ~ ~ 3 December 1967, the p o s i t i o n adopted by t h e Committee f o r Gcncra l and T e c h n i c a l Educa t ion and the c o n c l u s i o n s of t h e Xarly-lo-Roi Course (Nay - Junc 1967) which state:

I n a d d i t i o n ;

I l I n conclusi3i?, the Üelegai-es ex2ressed t h e c o n v i c t i o n t h a t %hé e d u c a t i o n o f a d u l t s is a t a t u r n i n g poi i i t o f i t s h i s t o r y . F i r s t l y , it i s t7,king i t s place i n t he 1-rocess of pcrïrimcnt educa t ion . Prcim this p o i n t of v iew, i t seeks t o c s t a b l i s h i+s contini1.i-ty n i t h the earlier s t a g c s of e d u c a t i o n given i n t h e schoo l s . The c o r o l l a r y o f this c o n t i n u i t y i s t h a t s c h o o l e d u c a t i o n should no l o n g e r be cons ide red , at a n y l e v e l , as "ccrmina l l , bu t t h a t it s h o c l d prepare i t s p u p i l s t o puzsuc t h c i r e d u c a t i o n and t r a i n i n g throughout t h e i r l i v c s by r e c o u r s e t o t h e o p p o A x n i t i e s o f a d u l t educa t ion .

Socondly, a d u l t c d u c a t i o n , which WCIS a t one time a means o f r e c t i f y i n g t h e i n j u s t i c c donc t o ttic o d u c a t i o n a l l y unde r -p r iv i ï cgcd and Later sough t t o assist i i i nanre a d a p t a t i o n t o t h e rapid changes cf i n d u s t r i a l , s o c i c t y , notv aims a t making man capablo o2 m a s t e r i n g t h o s e cha rges und of i n f l u e n c i n g t h c i r d i r e c t i o n i n accordaiice w i t h 15s own e s s e n t i a l demands.

Tiic q u a l i t i o s i t seeks t o dcvclop z.mong i n d i v i d u a l s t u d e n t s a r o l u c i d i t y , i n i t i a t i v e and c rea t ive a b i l i t y , and it c q c c t s that t h e y , f o r t h c i r part, s h o u l d n o t on ly brin;; t h c i r c o n t r i b u t i o n t o iirogrcss of evory k i n d , bu t shou ld u l s o be capable o f c r i t i c i s i n g c e r t a i n t c n d c n c i c s i n the aode rn wor ld and, i f ncccssa ry , opposing o r r e d i r c c t i n g them.

The great a i m of a d u l t c d u c s t i o n is t h o r c f o r c t o be r ccogn i scd as a n impor t an t dynarnic f a c t o r i n t h e s o c i o - c u l t u r e l and soc io -voca t iona l dcVelopment ~.. of i n d i v i d u a l s , orgailiscd & r o u p and c omrnunitios,

Aìiothcr c o n c i s e and p i t h y s t u d y is t h a t of Tor s t cn HÜscn (l)? who s t - l t c s a t '~hc o u t s c t : llNy t h e s i s i s t h a t e d u c a t i o n a l p l a n n i n g i n mo2cïn s o c i c t y must take l i f c l o n g l e a r n i n g as a basic assumption. Before I proceed t o dcvclop t h i s t h e s i s and a n a l y s e i t s consequences f o r thz s c h o o l s y s t c n and f o r in-plant t r a i n i n g programics, 1 s h a i l o u t l i n e thc c o n v c n t i o n a l view of formal c d x a - L i o n and i t s r e l a t i o n t o t h e v o c a t i o n 2 1 'Thc i d o 3

./ (1) l l L F f ~ ï o n ~ -I__ ì c a r n i n g i n the l e d u c a t i u c s o c i c t y l Y, I n t e r n a t i o n a l

-.U_- Rcvicu o f - - Appl i ed Psycholou-, V o l . 17, No. 2, pp. 87 t o 99

. .

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of a reversal of t r e n d i s at least i m p l i c i t i n this a r t i c l e and t h e consequences are drawn w i t h great demons t r a t ive power: t h e impact of a d u l t e d u c a t i o n ' s partlcu1ri .r nceds on t h e t r a d i t i o n a l s c h o o l system i s c l e a r l y r c v c c l c d , cnd.we a re g iven an ovcra l l v i m of a l i f e 1 ong pcrmancnt e d u c a t i o n . LW c o n t r i b u t i o n w i l l u -

c o m i s t r x i n l y t n showing that I h c s c i n p l i c a t i o n s a f f c c t t h e -.- rihole s o c i o - c u l t u r z l system, that t h e v c q concent o ? achoc l i s p u t i n Gucs t ion 2nd t h t wc arc n o t mere ly concerned with s c c o o l rc form.

I,iention should be made of u book on a d u l t e d u c a t i o n which has great n c r i t , ' a l t h o u g h i t d a t e s back t o i955: H, Kempfcr's s tudy . It i s coiiTincd t o the Uni icd S ta t e s , 'Jut i s a l r e z d y bcscd on t h e conccpt ol" l i f e l o n g e d u c a t i o n and d r m a some impor t an t c o n c l u s i o n s which m t - i c i p a t c c u r r e n t views (i) T h i s is n o t s u r p r i s i n g , s ince i n t h c dcvclo;imcnt of i t s s t r u c t u r e s and i t s achievements i n t h e sphere of :rodu.ction - w i t h t h c consequent r equ i r cmsn t s , i n particu1c.r tlic d i s t r i b u t i o n of the workiiig p o p u k t i o n - Ancrican .

soc ic t j . i s ;Illcad o f Wcstcrn Europe by soine t e n t o f i f t e e n yea r s ( 2 ) . This docs n o t nean that t h c L K O s o c i c t i c s would have t h c s m c sys-lems o f g:ovornmcnt or t h e s m c c u l t u r c

\-ilhile complying w i t h t h i s t r c n d , my g c n c r u l h y p o t h e s i s e n d e m c u r s t o prcss t h e arguments on t h e phenomenon o f pcrnancnt e d u c z t i o n r i g l i t up t o t h e i r cxtrcmc conc lus ions . Although it is .

n c i t h c r :Jossiblc n o r r c a l i s t i c t o nah imcc i se f o r e c a s t s as t o time. t h i s nc.n&r of r e a s o n i n g l e a d s n c c a s s a r i l y t o a long-term view ( c o v e r i n g 15 t o 30 yccrs, i , c . 2. view e x t e n d i n g t o t h e yccr 2000).

. *

I n rcgcrd t o choice- of aims, such long-term p e r s p e c t i v e s l c m c human i n s t i t u t i d n s far morc f reedom t h n shor t - t e rm f o r e c a s t s , a l ready contained;. 2s it wcrc, i n t h e p r o s c n l and on which man has bu% little i n f l u e n c e . . Gn t h e o t h c r hand. long-term l i r e d i c t i o n s conccivcd as p r o b a b i l i t i e s , T,,riJch alternatites p g o v i d i n g f o r d i f f e rences v d t h i n the s7hcrc of t h e poss ib l e , c a l l f o r a n csscssmcnt of va lues p ë r m i t t i n g - a - c h o i c c %o bo-made fro3 among this range of p r o b a b i l i t i e s . . For e E m p l c , as it i s poss i ' b ì c t o mckc a long-term f o r e c a s t of average n a t i o n a l p roduc t , l y i n g between a h i g h l y probzblc minimum and ma imua , and a cor re spond ing n o r k i n g p o p u l a t i o n s t r u c t u r c , zn a i i p r o p 5 a t c c d u c a t i o g p o l i c y c m clircct s u c h s t r u c t u r e s - by u t i l i s i n g t h e m t c r i z l neans o f f c r c d by t h e growth of the o v e r a l l product -

/ c, / o

(i) The very f i r s t t r e n d i n t h i s d i r c c t i o n i s t o be f o m d i n t h e L__

( 2 ) Cf, H. K&n e t Anth. J. 1'Jicncr: l lL'an 2000tt (Robcr t h f f o n t ) P a r i s ; I T m Z . 205 , T a b ~ ~ S w ~ f l ~ a t t a i n i n 1976 the 1965 n u t i o n a l pc r capita product of t h e Uni tcd S t a t e s . I n t h c case of B r i t a i n , t he d i î f c r c n c c i s n o t 11 years but 19 yearsv

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towards dcnocracy o r t echnoc racy , t owards a and c o n d i t i a n c d m m (in a ba lanced , u n t r o u b l e d s o c i d c o n t e x t ) or, on thc contrary, . t owards 2 f r c e m n mho acce i j t s risks c<i,i?d v e n t u r e s ( i n a s o c i a l system undcr which he is himself thrown back Trito t h e f i c l d ) . By means of ouch l o n g - b r m f o r e c a s t i n g pcrmancnt e d u c a t i o n p o t e n t i c l l y p u t s our kind o f s o c i c t y a d abovo a l l its c i luca t ion systom in q u c s t i o n ,

Thc c u r r e n t r e p o r t is d c v o t c d t o 4 c f i n i n g as c l o s c l y 2.9 p o s s i b l e the complcx c f f e c t s of -the fcnctor whLc’ñ gcrraancnt educa t ion r c p r c s c n t s i n a long-tcrm pcrs;>cctivc ,,

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Scc'Gion II - T h c o r c t i c a l c o n t c x t : t h e e d u c a t i o n system and tl2e transmission cf knowledge

The g e n c r z l t h c o r e t i c a l c o n t c x t p e r t a i n s t o soc io logy .

Tlic s o c i a l i i a tum of thc: e d u c a t i o n sys tem ccln bc d e f i n e d as f ollovils:

cduc i i t ion sys tem are mcant 2 , l l t h e s r o c e d u r c s ,znd methods (xZth t h e i r i n s t r u a c n t a l apparatus) nhcrcby 3 global s o c i e t y gives i % a rricubc1~s o rgan i scd a n d c o n t r o l l c d o d u c a t i o n i n t h o v s r i o u s f kl5s of lxiïxm a c t i v i t y f o r t h p r p o s c of t h e maictcnanco ( f u n c t i o n 2 1 3.nd t e c h i i i c a l as1jcCt) Tad accep tance ( e t h i c a l h s p c t ) of t h e s o c i 2 1 s t r u c t u r e s and t h c values which j u s t i f y them.

This d c f i i i i t i o n a p p l i e s n a t u r n l l y t o s o c i o t i e s thc maintcnance of i"!hC;sc s -k ruc tu res ca l l s for profour,d aiid complex changcs and - a d z p t a t i o n s w i t h a view t o t h e b e t t e r r c a l i s a t i o n of t h c v e l u c s .

For k i n d s o f s o c i a ï s y s t c n arc known t o h i s to ry :

- ú-ocict ics t h c maintenancc o î nhosc l t s t ab i l i t y l l r c q u i r c s fv .ndmen tc1 and cont inur? l e f f o r t s ; they arc t h e so- c s l l c d l t t r a d i t i o n a l l l s o c i c t i c s , of which t h e t r i b a l o r f c u d a l s o c i e t y i s an cxample;

- t l ic "clmngingl s o c i e t i e s ; t h c s c cornprisc a11 t h e s o c i e t i e s w h k h have undcrgonc a n i n d u s t r i a l r e v o l u t i o n ,

To ' ic s u m , & s o c i e t i e s chilngc i n cour sc of t im, b u t somc s o c i c t i o s a ï c said t o be 'lchanging'l s o c i c t i o s when t h e change i s f e l t by 9x11 genc ra t ion . The Ilbasic p e r s o n a l i t i e s f 1 of t h e t w o k i n d s of s o c i e t y , i .0 . t h e m e n t a l i t i c s , a t t i t u d e s , impulses 2nd behaviDur cormon t o all men, c o n s t i t u t e p s y c h o l o g i c a l i n t c t r F 4 t i o n a which neturally vary g r e a t l y ir? the two c a s e s . The main f e a t u r e o f any s o c i a l syEtcrn is n e v e r t h e l e s s i t s aim t o m a i n t a i n i t s global s t r u c t u r c s . T h i s is c l e a r l y e v i d e n t i n t h e case of t h e so-called - consumer s o c i e t y , which i s undorgoing ra i -? id changes _I_ bu t ;zD~:;E Tr3g thcsc! vc rx changes t o maintain i t s lmsic s t r u c t u r e s , I- - --

It rriizht be s a i d t h a t i n any glo7sa.l s o c l e t y t h e educaxion - system is - L h o i n t c r n a l , consc ious 2nd o rgan i sed l o a r n i n g i r o c e s s .

Educa t ion c o n s i s t e s s c n t i á l l y i n t h e t r a n s m i s s i o n of lmotvlcdgc i n t h c bro2-d sense of t h e term. A t t i t u d e s , p r a c t i c e s , means o f . c o m u n i c z - t i o n ( f o r cxanplc, t h e language , writing) cre t r a n s m i t t e d .

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But no t all s o c i e t y ' s knowledge is i n t e g r a t e d i n t h e e d u c a t i o n system, nhosc c r i t e r i a a r o deterininec', By i ts omn ob j e c t i v c : t o ensu re t h e mz.intenance 2nd accc ;>taace o f s o c i a l structuras and v a l u e s . Each e d u c a t i o n sys t c i i cach ievcs t h i s more o r lcss s a t i s f a c t o r i l y , b u t ncver for all men o r p r f c c t l y ; t he rc are f a i l u r c s aiid d ic ;a r i t i es .

ICnoulcdge i s w i t h i n t h e province of t h e e d u c a t i o n sys-ken:

- i? it 1i&s Lrogreesed s o c i a l l y f rom the e m p i r i c a l l e v e l $ 0 t h e t e c h n i c a l level and is concerned w i t h everyday a c t i v i t i e s ( i n wh ich case i t s i n s t i t u t i o n a l i s a t i o n has been a c h i e v e d ) ;

- OT i f this knowledge, beiiig i n t h e n a t u r e of a v a l u e , i s deesed s u f f i c f e n t l y impor t an t t o t h e maintenance o f t h e s o c i a l s t r u c t u r e s ( i n n h i c h case w e a r e - . concerned w i t h t h e c u l t u r a l a n d p o l i t i c a l a s p e c t s ) ,

The t r a d i t i o n a l e d u c a t i o n system h a s been c m s t r u c t e d by d e g r e e s i n s o c i e t i e s which had t h r e e main trzits:

- t h e striving f o r stability; >y r e c i p r o c a l ada;2t%tion of t h e human and n a t u r a l environmonts ( b i o s o c i a l e c o l o g i c a l sys tem) and by t h e maintenance o f the sxiz.1 o r d e r regarded as rizltural;

- t he inequal i+ :y o f men i n s t i t u t L n n a l i s e d i n moine o r l e s o I,al . lovad social h i e r m c h i e s ( i n which e t h c i c d i f f e r e n c e s i F y ì y higher o r lower r a n k s i n t h e s o c i a l h i e r a r c h y , i n which e a c h " a u t h o r i t y " i s a b s o l u t e i n i t s s p c i f i c s;:hei.e a n d t h e i n p r o v e m n t of social z e l a t i o n a i s of a p z t e r n a ì i s t n a t u r e >;

- -.- f i x e d t e c h n i q u e s cv3odying o n l y imFrovements pzodcccd By e n p i r i c a l r e s e a r c h which respects t he " r u l e s of art1' i n e a c h spherc,

T r a d i t i o n a l s o c i e t i c s are predominant ly a g r a r i a n . T h e i r s i o the wor ld of E:Jimethcus,

Cut siiicc t h e i n d u s t r i a l r e v o l u t i c n these s o c i e t i e s have become l'changiiif; s o c i C t i e s I r . T h e i r salient f e a t u r e s are i n d u s t r y , u rban life, t h e d e v e l o p e n t of s e r v i c e s , Thry are l o s i n g t h e i r t m d i t i o n a l rural and a r t i s a n c h a r a c t e r . hovcvcr ra2i-d their develoiJmcnt , t h e y remain caugh t up i n t h e va lues and p a c t i c e s - sometimes d a t i n g back a thousand years - from which they emanate h i s t o r i c a l l y .

Y u t ,

And i n a l a t e n t o r

- 8 -

i r r p l i c i t way something remains of s t a b i l i t y as a n i d e a l and a n a t u r a l sai"eguard, something o f t k h i e r a r c h i c a l i n e q u a l i t i e s w i t h a t o u c h of t h e sac red a n d , l a s t l y , something of t h e s t r i v i n g f o r s e c u r i t y i n t h e r i g i d i t y of t e c h i c a ? - m a s t e r i e s . The l lchangiiig s o c i e t i e ~ ~ ~ have n e v e r t h e l e s s f a sh ioned and i n t r o d u c e d new v a l u c s :

- t h e improvement i n t h e !iLunstn l o t and s o c i e t y , tho s t r u g g l c Tos a n ever moro conpletc dominat ion of n a t u r e whose "mder1l i s fio l o n g o r regarded as s a c r o s a n c t ( this i s tLic wor ld of P rone theus ) ;

- -the b a s i c s u a i + t r of a11 men ( t h e " r i g h t s of man"); ''hc l*c j c c t i o n 01 d i s c r i m i n A t i o n s - fo rmcr ly l l n a t u r a i " - on grounds of sex and r a c e , t h e r i g h t t o s Ö c i a l S a r t i c i p a t i o n a c c o r d i n g t o everyone f s nccds, i n t c r c s t s and a s p i y a t i o n s ; socic71 h i e r a r c h i e s based solely on f u n c t i o m l r e q u i r c m i i t s ;

t h c systematic o r g a n i s a t i o n o f --- s c i c n t ; i f i c end t c c i i n i c a l - iiir,ovati.cn ( s c i o n c e i s no l o n g c r c c n c e G 5 i E T Z õ l y i t h knonlcdgc of t h e w o r l d and tlic b c t t c r m n t o f t h e i n d i v i d u a l , bu t a l s o w i t h t h e t r a n s f b r m t i o n of t he world and o f man; Promctìicus once moro 4 . 0 ).

ï c t t ì ic e d u c a t i o n sys tem - p i r t i c u l a r l y that o f t hc Uost - w2s shapcd slovily in t h e t r a d i t i o n a l un ive r se , Thc s o c i c t y of P r o m t h e u s a¿ìa;?tcd i t t o i t s own s i icc i . f ic v a l u e s (progress; e q u a l i t y , s c i c n t i € i c and t e c h n i c a l i n n o v a t i o n ) bu t wit-hout c r a 6 I c 5 t a ttic o l d -

, V Z , ~ ! U C . S -. \.;hich are s t i l l p r e s e n t in t h c s o c i a l system TsEa'6iliCy, in-iX=ry cf f i x c a t e c h n i c l u e - s ) . It tney6fo re has t o be r c c ö g n i s c d - that t h e p r e s e n t e d u c a t i o n system embodies o rgan ic f a c t o r s o f r e s i s t a n c e t o t he m o d t o meet t h e requircrncnts o f "changii1g s oc ic ty" .

To 5c s u r c , t h e system has clmngcd r a d i c a l l y , b u t f a r more i n i t s Cimensions and by the e x t e n s i o n o f i t s c o n t c n t t k n s t r u c t u r a l l y or t h rough t h e abandonmcnt of i t s t r a d i t i o n a l c o n t e n t .

!?!ius a c e r t a i n mcasuro of d c m o c r a t i s a t i o n o f e d u c a t i o n b s been ach ievcd (coml;ulsory s c h o o l i n g , cnd o f r u l i n g c i r c l e s ' rnono2cly of sccoiidary 2nd higher e a u c a t i o n ) , b u t t h e s t r u c t u r e s o f t h c e d u c a t i o n a p t e r n impede the o l i r r i ina t ion o f t h c i r ! f lucwc c x c r t e s or, e d u c a t i 0 3 by t h e s o c i a l hic.rarcìiy, To be s u r c , em2ucation bas been ad ju s t cg -Lo t h c t r a n s m i s s i o n o f t h e evcr -chznging s c i e n t i f i c and tcch t i ica l lmowlcdgc, b u t t h e d i s p a r i t y between t h e actual s t a t e o f s c i e n c e and tccl inology and s c h o o l programmes i s cons ide rab le ;

w i t h o u t taking i n t o m c o u n t t h e c o n t i n u i n g myth o f knowledgo d e f i n i t e l y a c q u i r e d , of a n unchanced f o u n d z t i o n o f knowledgo and oi'thc i l c d i f i c o of s c i c n c e f l built w i t h s t o n e s added onc by onc , a l t h o u g h modern s c i q n c c h=?s i t s ccrnetcry of o b s o l c t e o r abmdoncd t t i c c r i e s and Irnowlcdgc . , . Educat ior i s t r u c t u x s a r c , Z.dnit$edly, undcrgoing chanrjc, b u t mom t h r o u g h a d d i t i o n t h a n by s u b s t i t u t i o n , I n this s F n s c , -Zhc i d e a o f t h e ;?rimscy or' the l lhunzni t ic ; l f as cornparcd w i t h t h 2 lfnc:;r~l branches of s e c o n d m y e3ucclt ion, rcgardcid, a t l e a s t l a t e n t l y , as a Ifsccfmd choice1I, i s 2 very good i l l u s t r a t i o n . Tho same a;=i;lius t o the r i g i d systcrii o f l i la tvful l l u n i v e r s i t y di;:lornas, a l o n g s i d e o f idhich f f s c i c n t i f ì c l f diplomas arc b e i n g i n t r o d u c e d whose s o c i a l vzìue i s s t i l l la rge ly ques t ioned , And what a b o u t t h e d i s c r i m i n z t i o n shown z..,rrzinst di l2lomas worked f o r a-t e v e n i n g c lasses o r by m a n s of correspondence c o c r s c s ?

Sonc t r a d i t i o n a l structures o2 t h e c d u c a t i o n sys tem r c n a i n firmly i n ;ilace* F i r s t l y , t h e r e i s the f lclasslf composed o f '

p u p i l s of a s t r i c t l y s p e c i f i e d age group; t h e s e ffclc7.sscs1f zro, in pri:ici;:lc, of EL liomogenco1is s tunda rd i n all s c h o o l s o f t h e same l o v c ì m d have a g e n e r a l syllabus - a l i t h c sub2ec t s o f which p u p i l s f i L i s t master i n one year t o bc c?blc t o proceod t o a n o t h e r "cl t lss ' l . The I1c lassq1 w i t h i t s c u l t u r a l 2.tmosphcrc and i t s teaching methods survives the introduction o f t h e most " a c t i v e f 1 mctliotls, which are powerless t o cause i t s brcak-us! Norcover; t he m i n i m u p c r i o d n e c e s s a r y f o r accompl ish ing a giver, sch.or?lin: stegc has Sccn i c s t i t u t i o n a l i a c d i n liaison w i t h t h o lfclasslf, and t h e y m r l y pogramrne carmot be ü iv t idcd up i n any o t h e r nay, Why should a ~ m p i l n o t 3c i n t h e f o u r t h f a rm f o r mathematics a n d t h c first f o r m f o r t h e mother - tongue? J;!hy can c c r t i f i c a t c s i s suod fo: s-l-u.'ics ~CCGmpliShC2d i n the normal way n o t be far more diTe I' sif IC d ?

Uhcn c a r r y i n g out ï e s o a r c h on any c d u c a t i o n p o b l c m , it i s neccsaazy t o bear i n mind the r e a l n a t u r c o f t hc c d u c a t i o n systcm nhosc f u n c t i o n a l purnose i s t o prcscrvc t h e fundamenta l s o c i a l s'cructurcs cven if t h e i r Linder]-ying cu l tu re entai-1s t h o r c c o z n i t i o n o f change.

To adap t d o e s t h o x f o r e not ncan I 1 t o change" but, on thc c o n t r a r y , t o d o what i s n e c e s s a r y t o nia in ta in ,

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S e c t i o n III - Future- p r o s m c t s o f t he e d u c a t i o n system i n t h e li$h o f the evolutim 02 -the m o s t c d van c e d so ci et i es

I n i n C u s t r i z l i s e d s o c i e t i e s a ?ormai hunan l i f e i s even t o d a y d i v i d e d i r i t o t h r e e m a i n pliases d-espitc t h e changes which arc t c k i n g Tlacc w i t h u n p e c s d c n i e d speed:

L1 - ( ~ m schcJol in --.T:f$--- phase (more and more o f t e n extended .

as T z r u s i g L e r e d u c a t i o n ) , nhcn man, i n h i s youth, nust 1;rove p e r i o d i c a l l y thz.4G he has m n o r i s e d , u n d e r s t o o d and a s s i m i l z t z d u c c r t a i n s t o r e o f knowledge and t e c h n i q u e s which w i l l s e r v e him as 2 basis f o r h i s f u t u r e a c t i v i t i e s ;

i the worl.ring phase, when nan puts his knowledge and tcch&ues t o a c c o u n t t o succeed i n h i s own career aix! s e m e s o c i e t y f u n c t i o n u l l y , 1-s a r u l e , t h e s c h o o l i n g phme i s f o l l o i x c r by a pe r iod o f r c h x a t i o n vhcn man ceases t o seek t o Fncroase h i s knowledge i.3 ordei. t o devote h5s e n c r g i c s t o a d a p t i n g h5msci.f -Co h i s occupa t ion and E ~ S O t o induLge in r c c r e z t i o n a l 2 u r s u i t s znd c u l t u r s l amcnit ics ( f o r , in genc rc l ; an adult d o e s n o t have p lcasent memories o f h i s schocl- d z y s ) ; after t h c age of 40, a phase of lladvancementll 01: I1mcturityl1 s e t s i n when aany men f e e l a renewed need t o ì e a r n and t o enhi ice t h c i r knowledge;

- t he r c t i r i n e n t Lhase u s u a l l y beg inn ing a t 65, when r a m ceases all n o m l p r o f e s s i o n a ï a c t iv i ty 2nd l ives a - +--'

l i T c oli" mom o r l e s s organiscd 1eisure"whose needs t h e s o c i a l - e n v i r o n m o n t meets imperfect ly rather t h a n adc qua t e ly .

IIov~cvc:, t h i s c lass ical p a t t c r n of t h e t h r e e phases o f life is changing cxtrcmely r a p i d l y a t the same time as t h e ; x i n c i p l c s of t h e c d u c a t i o n system u n d e r l y i n g it.

-. i h t i s c a u s i n g this change?

S c i c n t i T i c arid tcclzxifcal kno~:;iedGe i s i n c r e a s i n g and u n d e r - go ing rcncwal 30 s p e e d i l y t h n t t h e : iEcundztionll s u p p l i e d by thc: s c h o o l ( i n c l u d i n g t h e university) soon becomes i n s u f f i c i e n t am! i n p e r f e c t lor cvcryone. It i s i m n c d i a t e l y on h a v i n g s c h c o l t : m t the need f o r new knowledgo ariscs, i k n w i l l t h e r e f o r e h a n t o 5egin s t u d y i n g anew on many occas ions throughout life i f hc wishes t~-~~keei. abreast" and Ilin s t e p " w i t h progress. But i t w i l l be

- 11 -

n c c c s s m y Trio: t h i n s t r u m e n t s of !rnonlcdgc t o bo avcilzblc and for fixn t o T i n d a n apiJra1,r ia te c o n t c x t i r 1 which. t o uso $horn s f n c c , i2 lef'G t o h i m s c l f , he n i l 1 nee$ inscrmountable o b s t a c l c s znd, i n ,z-ddi-l;i.cn, w i l l lr4vc d i f f i c u l t y in s c c u r i n g t l r ccogn i t ion l l for his c 2 l o r t s . Educa t ion w i l l 'churcf o r c no l o n g c r bs c 3r;fined t o , o r siF!rxn-tccd by, 2.n i n i t i a l s p u c i c l i s o d phase o f l i f e .

€kit ft i s by no mcms norc ly ;? questi-on of r e n c u i n g cmcrs' knowledgc 2t:ndcmcntally n i t h i n t h e co i l tcx t o f one f s occul?at ion, for this occu;x t ion i t s e l f changes radically: many mcn mc' Clrczdy compcl lcd , m d w i l l hc i n c r c a s i n g l y conpol lcd i n t h e f x t u r c , t a c h m g U!icir l l t r z -de f t d u r i n g t h c i r u o r k i n g l i f e , und nany zrc alrctldy geS1ci.n- t o d o s o now i n oi-dc;. t o secure u yrcmotioi?, mdc p o s s i b l e , ; r c c i s o l y , by t h e i n t r o d u c t i o n o r cx;-,ansion o f a ìi.i'gc v a r i e t y ~f jobs requiring ever m o ~ c q u a l i f i e d manpov;cr .

T t i i o s o c i ~ l i n p u l s e i s iycll known and ncod n o t bc cq:l,?inc.d hem. T'tic norc t c c h n i c a l i y Lzãvancod a c o u n t r y is, t h e m o m 'che s t ruc tu i . c o î i t s active p o p u l a t i o n f l u c t u a t e s and t h e g r c a t u r i s i t s s o c i c l znd geogra1)hical nob i l i t y . T o r s t e n H Ü m n has laid d a n n 2 S O U i l c ! d c f i i i i t i o n o f the nat.v,rc o% t h i s Ck,ilge 2-n t h c h i e rzr c hy o€ qur, l i f i c a t i ans.

Lo-1- us c o n s i d u r f o u r o c c u p c t i o n z l c c t c g o r i c s :

( a ) u n s k i l l c d w o r k c r s ; ( b ) s k i l l c d uorkers (nTLinly nailuzl) ; ( c ) z d n i n i s t r a t i v o s taff , cadres, t e c h n i c i a n s

n i t h o u t u n t v c r s i t y c d u c a t i on; ( d ) i:ni-mrsity cducc tcd cxocu t ivc ,ind t c c h n i c c l staff.

If, -20 i n d i c a t e t h c importc,ilcc o f c a c h c?.tcgory, VJC portrzy -bhc o r i g i n a l s i t u r t i c n by rxz.rls of c? pyrx: i?-al o Q t l i i i c , vie n i l 1 set' -'r;tic.t this o u t l i n e p r c p c ssivcl;r assuries the S'LX;?C of z n c c g ni t l i '&he p o i n t a t t h e > O t t o n (1).

/

(i) T. TT L ~ u . ~ o ~ . "0 l lL i fe lgng l c c r n i n g i i i t h e ' l educa t ive mat i om.1 Rovicn o f kl;lili-c - h o l o m ,

- 12 -

Rccent p a r s k v c wi tnessed 2n i n c r c a s c i n t he numbcr o f . norkcrs znd a n inprovoment f n t h c i r s tc i tus . Gene rc l ly s p a k i n g , p . d n i n i s t r a t i v c machinery 2nd s v r v i c c s covcr t h c g r e a t e r p m t of t h e worl5,Dg > o p u l a t i o n , But Lhcrr i i t to ( e s t i m t e s f o r t h e new Fronci i ;>f-:n) s h o w t h z t a t z subsoqucizt s t a g o the n w b c r of eml3loycc.s w i l l diriiirxish, f o r t h e y v i l ì be replaced mwc ciîd nore by h i g h l y - q u a l i f i e d t c c h n i c i m s u s i n g h i g h l y s o p h i s t i c a t c d mechanicr.1 m d e l e c t r o n i c t o o l s . T’nls d o e s no t meun that o t h c r t c r t i , n , ry cctivi-kics, and i n p m t i c u t m a c t i v i t i e s p c r t z i n i n g t o c u l t u r a 2nd e d u c a t i o n ; w i l l no t c o n t i n u e t o expand. ,, o A s f o r t h e primary s e c t o r ( o s s c n t i a ï l y 2 .g r i cu l tu rc c.nd s t o c k - b rcud ing) it v J i 1 1 con t inuc t o c o f i t r x t r a p i d l y , a l t h m e n T i t s F roduc t ion n i l 1 c o n t i n u e t o r i s e , For c s m p l c , thi? t n o k s t gene221 ccnsusc‘s i n Eclgium produccd t h e following figures:

ï947: a l q ? r o x i m t c ì y 129

In f ourtccii years, t h e q @ e u l t u r d s c c t o r hcs t h u s . l o s t . t h i r d 3f its l a b m r f o r c e , Y e t , i n t h c lzs t c e n t u r y , r x j o r i t y o2 Bolg ians viorlced . t t c d l y , i n a few ycc?rs’ t ime :xrccnt?.Z;.c. of z g r i c u l t u r 2 . 1 w o c x c ? s è still f u r t h c r z f te r o r 4:; ? ) .

i:? i h s primary s e c t o r it n i 3 . 1 be imposs ib le f o r

9 --_c - orlw-,-o i n t h o working p o l u l a t i o n d ropp ing t o c ncgl igoablc ltlvcl

I n p r a c t i c o , t h c s o d e v e l o p t e n t s w i l l l e a d t o nore znd nore ind iv iduFb l chrrngcs i n occupat ion , foz t h e majority g f Ci?iZCES s u r e l y Cwìrcady hmc occupat ioi is d i f f c r c n t from t hose of ; h e i r f a t h c y s . In t h e l i g h t of a survey c z r r i c d Dut i n Swcdcr, N ~ y m ~ ~ r l r fouiiC! tli,-.t on ly 6$ or ̂ youiic pco;Jlc f r o m urban c i r c l e s 2nd .lP,i of ysuiig ; ;ca~;lc f ron r u r a l c i r c l e s :-xrsue t h c smc occu;x t ion 2,s t h c i r f a t h e r s . I..lorcowcr, 42% o f young men covered by a sm;>lc survcy i n Sweden had chmgcd t h c i r occupat ion betweon t h c zgcs cd 20 2nd 28, and o n l y o rx - th i rd k d remained i3 t l i c i r o r i g i n z ï x c u 7 a t i o n ( t a k e n u11 a t 2 0 ) (i). it i s unncccasary t o dvJcl l 3n tlic r c q u i r c n c n t s i:: ncw q m , l i f i c u t i o n s which such changes i n p l y , n o t t o mciition the new knowlcdgc r o q u i r e d as 2 r e s u l f of thr3 t e c h n o l o g i c a l d e v c l o p c n t s undcrgonc by c. p o r s o l i f s -- cl¿!. oc e u ;?-“.’G i 3 n .

At-tcn-Lion must 2-1~0 be drawn t a -thc dccisi’vo i ~ q i a c t cxcztcd by now t h ~ u ~ h t - t r 2 ~ i s n i s s i o n lilc thodc . Tho means of t r z n s n i s s i o n affocts tlic r x x n c r i n vrhich d c c i s i o i i s arc p r e p a n d , t aken , cxccutcd and c m t r o l ï c d c,nd d c t c r n i n c s t h e s t r u c t u r c s o f f u n d m c n t a l a c t i o n i n a l l s;iixrcs 3f s o c i e t y , p a r t i c u l a r l y i n t h e p o l i t i c a l a n d ccononic 2 i c l d s .

I . .

- *A (i) Scc t h e c r t i c l a by T o r s t c n Hüscn r c f c r r c d t o a b w c .

In t h i B respcc- t? Western c i v i l i s a t i o n has undergone changcü o f u r c v c l u t i o m w S y c h u a c t e r . U r i t i n g by neans of t h e alpl-m'uet l - r m t h e f i rs t , follor-lecl b y t h e i i i von t ion o f t h e p r i i i t i n g pi-cm i n t h e XVth ccn tu ry . Around 1909, t h e te lepl ionc, t e l c g r a p 5 aiid t y p e r ï r i t c r wcrc t h e t h i r d . Today, TV, tr?*asistors ziîc?, ab3ve 2-11, c o n p u t e r s c r c o v e r t u m i n g all %he d e c i a i o n - nnlriïîg mc l i inc rys . Eccli t imc, iîC1-i occupatfona a p p e a r i n t h i s contcx'G : t h c n c r i t o , ?he priiit;er--t;ypogr~plier, t h e s e c r c t a i y ~:!iortl i ,?.nd-: '~~liiat , t h e cor.iputcr y - o p m m r . Zach t i n c the i n t c r - dcpciidcncc of xcn underwent a climgc i n ito o r g a n i s a t i o n , ca l l i i 2g f o r iicw q u a l i f i c a t i o n s ~ ~ i i d net7 h i e r a r c h i c a l acd r e la% i o 11s 1 xacliinc ry .

2u i thc rnGrc , ï.Ess c crz-r.mic,?tioii nedia - f r o n t h e p o p u l a r d a i l y and ncc l r lg prcss and -Lhc c i n e n a , z p p c a l i x g t o t l ic mi:i aan-in-f;he-s'Lrect t o radio ciid t c l e v i s t o n rrhicli i n t r o Cdce p i c t u r e s , sounds a i d words i i i t o t l i c ve ry f a n i l y c i r c l e - havc expalidcd t o such nn extc:i t m t o o v e r t u r n s o c i c t y t s nlioLc c u l t u r e aiid ïmi' c r i h o l e psychology. Lbovc a i l , t h e s e ricc?in auppl:r cveryoiic, and c s p c c i a l l y you th , with an unr?rcznc;C-of p r o f u s i o n o f new3 ayid t o p i c a l in for ix . t ion . Young people r ece ive u o r c i i z l "o rx , t i on o u t s i d c schoo l t l i m i n s c h o o l , b u t t h c y arc only t augh t c n y i r i c a l l y by t h e f a n i l y , casual ly at s c h 3 o l ,?iiCi' t h rouc l i t h c i r own cxpc r i cncc , t o nakc uüc of: this i n f o r r x k t i o n , t o c r i t i c i a c it cnd t o zairke ail i n t e l l i g e n t and c f f i c i e i i t s c l c c t i o n f r o n it. Tho mixds o f -the ymiig n c v c r t h c l c s s c o n t o i n a, n c a l t h 02 i i i f o r w . t i o n and arc opcil t o t h c wor ld t o nri cxtent l î i t h c r t o uïdc::own, a l t h o u g h this "cul-l ;ürct ' l a c k s colwrciice a n c l r c c a i n s , 2"s it 17ere, i n its rau stc?te.

i~1ì t h c s c c o i i a i d c r c t i c n s c x p h i n t h e r c f o r c r ~ 3 t 3nUr t k c growth i n "Ac "cduc3 t iona l ; ' nccüs o f z d u l t s b u t ~ 1 s 3 t h e s c h o o l a y s t c n l s i m d c q u a c g i n t h e ncn con tex t and the specdy c i x n g c s unclcrg0x.c by t;ic v e r y con-bcnt o f Biîonlcdgc. It i s thus a iicv s o c i e t y vh ic l i is taking shn2e be fo re o u r eyes and-, consequent ly , a l s o a iicw cciucatioii system, n o t n i t l i s t a n d i n g t h e r c s i s t m c c f ro r1 thc 31d a y s t c n s t i l l n e i g h e d donn n i t h t rad i t ion .

Tbc f o l l o n i n g r c s u l t s o f -IAcsc conplcx Clcvclopncïlts c?rc

Phc s c l i o o l i a g of youth ni11 bc l c s s and lcss a n2" t t c r o f a c q u i r i n g xnunl-cd-gc - seo:: uutdd,rtcd - =?i?d i n f o r m t i o n .- p o v i G c d norc c onlmchcns-ivcly clsm-ihcrc - bu t n i l 1 'pc r2orc m-¿i ï x r c dcvc-tecl t r ? t k c a c q u i s i t i o n o f uctho8-s of t:7-oUght, I1aclap-b Lvcf1 cn,tti'~uLC?es, c r i t i c a l r e a c t i o n s aiid d i ü c i p l i i i c s nii icli I ' t cc.cli 1i01-7 t o lcnrn". T h u s t h C t i n c clcvotcd by y o u t h du r ing t h c d ~ y , :~cc!r :ir y e a r t o scnOG1 a c t i v i J ; i c s p r o p c r n i l 1 bc i-:orc nnd'norc l i n i t c d . It i s

already clc,?i-ly d i s c e r n i b l e :

- - -.-- T

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6 w i n g t h c i r l e i s u r c t im tk'í young 1ico;;lc w i l l l e a r n t o c k o ï b i n f m m c t f o n und c u l t u r e and ïxcparc t h c n s c i v c s f o r hn a d u l t ì i f c c h a y x t e r l s o d by t h e e s t e n s i i n o f l e i s u r e t i i i c . The scho91 could savc nuch t i m by ref r ,n in ing ir5rri i!:i;c".rting i n f o r m t i o r ? , s i n c e t h e m m s coununicat iDn nedia n Z l l 3c q u a l i f i e d t 9 d i sc l imgc t h e task s y s t e n a t i c d l g i n t h c c o n t e x t c>f t h e fauiljr ,rind t he sub -cc l tmo of t h e young. A s i t w i l l be cduc2* t ion t s tcsk t o s!?apc m ilaC::Ln;.tablell man r a the r t h m t 3 ;.r3ducc a l l f i n i s h c d f f nan .& - i n c? single >recess, it will bo i n p o s s i b l c t o t each t h c r c q u i s i t c T l c x i b i l i t y of r c a c t i o i ? excep t th rmgn

Thus t h c s c h o o l i n g p e r i o d , h i t h e r t o p a s s i v e , w i l l bccmc ac t ivc 2nd invo lve r c r s o n n l r c s p m s i b i l i t y m d l c i m r c t i c c f3ï t h e a b s o r p t i m o f c:rltÜrc. It w i l l bccorx .

cvidc:i t that t h e t r a d i t i D n c - 1 s ta tus of young peoplc; ~ ~ x c t i c u l a r l y at scho31, plays L? d e c i s i v e r d c i n ;yo longing t l i c i r i n f a n t i l e s t a t e ; zany signs show alrekdy today t h z t thlzi i s s o .

- The o c c u p c t i o n a l , e r iod w i l l a l s o be c h a r m t c r i s c d 3y l c i s u r o t i n e or t h e absor; ; t ign cf c u l t u r e , but t h i s l c i s u r e t im w i l l have t o be nore 2nd Eiorc o f t e n dcvo t2d t o o c c u p t i s n z . 1 ad j u s t n e n t 2nd t c k e e p i n g abreast of o r Z c q u i r i n g knowledge t o this end. T h i s w i l l be t h e l fpcr ï iancnt o ä u c a t i m l 1 s y s t c n and t h e r e q u i s i t e i n s t i t u t i m e ni11 have t o be s c t up o r d c v e l 3 p d . Another p a r t gf l c i s u r c t i m w i l l have t o bc dcvotcd t o com.iunity ' 1 part i c i pa t i 3 n *I r e nd e re d e s s c n t i r ? 1 by t h e c xi;? l c ::i t y of i > o l i t ï c a l , e c o n m i c cnd s o c i a l life; f a i l i n g such p z r t i c i l x t i D n , t h e s t r u c t u r e s ï u n t h e r i s k o f turning i n t o o l i g z r c h i c s which w m l d transf orn t h e a b d i c a t i o n o f nan i n t c , his s u b j c c t i o n . Man w i l l t h c r c f o r e havc t 3 be e d u c a t o d t o t h i s end i r o n a n e a r l y age ( a c t i v e e x e r c i s e of r c s y m s i b i l i t i e s ) and d u r i n g h i s a d u l t l i f e .

+ ---

accm.-,lish t c r t i a r y tuYr'3zs - nli ich r c q u i r c l i t th ;hys!.cr,l effort -- r e n d e r t h c a.bandonx!it o f u 1 1 x t i v i t y i:scfu; t o socie-ky Cbsurd , cil thmgkt this d o c s n o t r x m tkt :x3Tcss iona l acti-vicy Y T c q c r n u s t con t inue e x a c t l y ils ScÎorc. l!Tore3vcr, while an this s u b j o c t , why shmlc. t ho agc of p o f c s s i o n a l re t i re i i lcn t r c r x i n neccssz r i ly t h e s m e for nost c a t c g x i e s of workcrs 2nd f o r 211 persona i n t h e se cat c g3r ie s ?

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I n mixa1 f x t , all tìieao changes iruply that d u r i n g t h o w h D l c . o f his l i f o , f rou t h e ~glc of r e m o n omvards, rmn xi11 1imc r e s ; ~ n s i b l c ~ d c t i v i t i c s , i T i l l have t o dcv2tc h i u s e l f t o stuciy 2nd w i l l !IZW l e i s u r e t i n e f o r tha zhsor1: t im o f c u l t u r c . T h i s new t33ci.21 syst ;ca which night Sr? c a l l c d -the s y s t c n sf t h d It thrcc a c t i v i t y s c c t o r s I I i n p 1 i o s pe r1.u ne n t i? c! uca t i m.

-

Thc s t n i c t u r e s , o 'b jcc t ivcs nad Irictli3,dS nf the t r T . d i t i 2 ì i a l -- schad w i l l Se wholly t ransformcd. e l s e t 1 . Tlic nevi e d u c a t i o n sys -hn i-~il-l., i n ; ) a r t i c u l a r , p o v i d c f o r s t u d y l cvc l s which will h e n c c î o r t h be indcpcndent o f pup i l s 2 - g ~ , Sir2ilarPJT, t h e nanncr o f a c q u i r i n g !rnov,lcdgc o r qual i f ica 'c ims w i l l be independent OP a l l s t a t u t o r y school i i ig p e r i o d s oz f o m c r c o n d i t i o n s of s t u s y , a l t h o u g h all s tudy , n a t u r e l l y , ins l ies the s o s s e s s i o n sf adcqua to s t a r t i n g knonlG( lp ; any gzys i n such knowlcdgo w i l l hcve t o be filled, Thus l lschoDlingll w i l l 110 loi igcr 3c a. s t a t u t o r i l y d e l i i z e d aad specified p e r i o d i n mn's licc and w i l l n o l o n g o r Ra-JC t o 5e acconp l i shcd i n a s x c i a l i s u d c o n t e x t c a l l e d S C h . 0 0 1 , Uidcr f cIms a l ready f o r o s c c n ~ ' E ' C Y s;>ecif ied, t h i s cducz,-biox cove r ing t h e w4-iolc of nmrs l i f o \vi71 liuve elirnirìated t b e cûiîce:>t o f i 'classlt w i t h the ait! of t e c h i q u e s lor t h e t r a n s n i s s i o d gf knowledge and r ecour se t o t h c nass coimunica t ion network, The r o l e of the t e a c h c r s will chance m d i c a l l y : l1teachers1l an2 " l cc tu ro r s1 I w i l l ù c c m c

~t will- @ve way t o t lsor ic thing

c 3unsc 11 c~rs It ? "advise 3 s It t u t 3r s I t , it ijr o,prai;me rs . The y e s e n t d ichotony tlschoolll arid T1post-school educa t ion1! -

t he l a t t e ? graf ted 3n t o t h e f o r n c r - will be rep laced pornancn t ly by tl d s u b l o s t r u c t u r e : t h e li: e r n a n e n t e d u c a t i o n f t s e c t o r and t h e " 7 n f ~ ~ n a t i o n - , ~ u l t u r e " s o c t o r .

It l e i n this senso that -.;orrzment e d u c a t i o n with i t s f u n c t i o n a l r c q u i r c n c n t s and i t s ow1 d c v c l o p m n t i s already be g in i i i ng to be an .agent 'of r2d T c d cl-i_ar,%ye 3.q t1:e l :JhOle p r e s e n t cciiicativn systcn.

e d u c a t i o n s y s t e m which would have d i f f i c u l t y i n e v o l v i n g spontEiic ous3.y.' and inade t o r a i s e t h e i r ou tput even t o ~l s t a r t l i n g c x t c n t , b u t on ly within tha log ic of t h e i r o m s t r u c t u r e s . I n any o l d s p t e n , t t icre i s a i o i c c 3f i n e r t i a t n h c r c n t i n i t s p r a c t i c e s , va luc8 and t e c h n i c a l riachincry. It would bc: u n f a i r t o c r i t i c i s e it, s i n c e tho 11sctio311' systcn has renderci!, z.nd w i l l c o n t i n u e t o r e n d e r f x SOLE t i m , through f o r c c of c i r c u n s t a n c o s , s c r v i c c s which rcriain l i i iked tcJ t h c cui.rdi.it p o g r u s s of the nost ndvmccd c i v i l i s a t i o n . But t he i n p u l s i o n l o r change can only cone frcr i

Thcso r c v g l u n t i o n a r y c k n g o s czniiot o r i g i n a t e i n t h e i i rcscnt

Lilt0 all sys t e r i s t h e y czn m.turc?lly be inlx w c d

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o u t s i d e where, b e s i d e the c u r r e n t e d u c a t i o n system, a new system f o r t h e d i s s e m i n a t i o n of knowledge w i l l be d e v i s e d , a "non-formal" system in t h e s e n s e o f non-schoDl". Gradua l ly the system w i l l become able t o take o v e r from t h e o l d system, which i t w i l l g r a d u a l l y overwhelm. One day, the schoo l as w e know I t w i t h i t s sgs'cem o: classes" will be a t h i n g of t h e p a s t , l i k e t h e t r a d e g u i l d s as a work c o n t e x t and the "post r e l a y s " as t r a v e l s t a g e s . . .

11

11

Developing c o x n t r i e s - p a r t i c u l a r l y s i n c e t h e y are just s t a r t i n g t h e i r efforts - a r e far l e s s p r i s o n e r s of the c l a s s i c a l e d u c a t i o n system. I n p lanning t h e i r e d i x a t i o n a l requi rements , they cCm save thercszlves t h e t r o u b l e o f b u i l d i n g v.p a c o s t l y ed!icat.ion system which - as w e have seen - w i l l only be t r a n s i t o r y ; t h e y can, on the c o n t r a r y , s e t up i n s t i t u t i o n s of 8. genuine1.y new k i n d , r e s p o n s i b l e f o r impar t ing knowleàge for t h e t each iEg of t e c h n i q u e s t o s o c i e t y (1).

Revers ing t n e s i t u a t i o n , deve loping c o u n t r i e s would be, i n the m a t t e r o f educa t ion s t r u c t w e s arLd p r i n c i p l e s , pioneers and examples t o hurnmity. To be sure, m u l t i l a t e r a l mezsures would have to be t a k e n t o h e l p them o f f s e t t h e meagreness of their material arid t e c h n i c a l r e s o u r c e s .

(1) Concordant views on all t h i s a r e t u be found i? La c r i s e mondiale d e l ' . . :duca t ion" by P h i l i p H. Coombs, t i

_L& .-- P a r ~ & 7 P ~ l ~ b ~ - s ~ - ~ a , g e ils.

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S e c t i o n I V - E f f e c t s o f new e d u c a t i o n t r e n d s on thz o l d edi-ication sys t em

It i3 i n p o s s i b i e t o des1 f u l l y he re rrith e v e r y e 2 " e c t s i n c e t h i s '~;rould, i i i f a c t , mean d e v i s i n g a new d c t a i l z d p t t e e i ; i f o r a n educc?tion system.

I rill t l ie re forc confin.. myself t o i n i l i c z t l n g t h e s ? e f f c c t s s o a s +o sliov? t h a t permanent e d u c z t i o n h a s indeed becoiiia t h e b a s i c f a c t o r i n a r a d i c a l change o? s y s t e n and i o d iagnosz its ma i n t r e Lid- 8 . A . All e d u c a t i o n

1. impar t cd uoi-e 2nd more by cass coxiaunicat ian m d i a . R.1onledg-e rriemoriscft i t ? -bhc form o f d a t a i l e d Tac ts a b o u t the V W ~ O U S s u b j e c t s t Z . r i g 3 - t w i l l become i a c r e a s i n g l y out-Gated. E n c y c l o p e d i c Irnowlcdgc w i l l , t h e r z f o r 9 1 .ogicn ì lg c2sse t o become the aim of cduca t io i i . The coLiccpt o f the a z q d - s i t i o n d u r i n g o n e ' s schoolFng of a s t o r e of knowledge v a l i d f o r o n c l s whole e x i s t e n c e has become a myth. It n i l 1 h e n c e f o r t h be n e c e s s a r y t o 1ez.ï-a iJ1iere znd hov t o s e c m e knowledge hovs t o select9 i n t e g r a t z aiid utilise t h e in formakion i leccived . . . Schoo l ing w i l l -thcreï^orc becotw l e s s s t r e n u o u s s i n c e it ' w i l l o n l y be concerncd nLth iiiodas o f 'diought y c ~ ) i s t e m ~ l o g i c a l pr inc i -12 s ond t h c f r p;-zct ical ap :J l ica t ion , c?iir? the cl.evelopzei?t o:? tlie f a c u l t y t o s e i e c t znd c r i t i c i s 2 inforr ; ia t ion. Thus lightened, it will coïiipriac less d a i l y , neeklg and y e a r l y t a s k s b ~ i t T,!ill be d i r e c t e d to!iards genuin2 i n t c l l c c t u a l aiid p r a c t i c a l d e v e l o p x i i t . Schoo l ing w i l l ne7Je r tha l c s s h2I-e t o be prolongzc! f o r everyom t o the a g ~ o f 10 ar,d p ïobahly 2 0 . The en¿! OC encyclopazd.isn w i l l t h u s have f u n c t i o n a l consequenccu. I n i t i a l s c h o o l i n g , b e i n g dcc i s ive w i l l TvSimin compulsory.

2. End of l o s a o? l i t z r a c . Thc loss o f the a b i l i t y t o r c a d atnd w r i t e , note i n a c e r t a i n number 03 r e c r u i t s in v a r i o u s countries w i l l become vir 'Gually impossible with EI system of ;)crcia:icnt cducc?tion and c o m t z n t a b s o r p t i o n of infol-illation. 11:e s e t t i n g LIP by c o u n t r i e s of c e n t r e s f o r thi2 d i s s e m i n a t i o n oc k n o w ~ ~ d g ~ a r i s i n 2 f r c > m : ? r o f e s s i o n a l r c q u i r e x ;1ts naiie loss of X ' t e r a c g improbable . Furthermorz y th2 s x t c f i s i o n or' t h z prima:-y sc l loo l ing

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open to 211 arid. t h a g r o n t h i n needs

/-

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phase - compulsory for a l l - w i l l e l i m i n a t e t h e h i s t u s l-:ilich toC?ay o c c u r s i n the l i r e of many young people hetween t h e 2nd o f s c h o o l i n g and m i l i t a r y s e r v i c e ; t h i s per iod i s n e a r l y ul r rays l o s t s ince s t u d i e s have hcen concluded througli 1 ’ s a t u r 2 t i o a ’ i and b o t h p u b l i c an6 c r i v a t e concerns r e f u s e t o engage LintraFfied- s t a f f for s o shor-i; 2 per iod ( t h e r e p o r t o f R e c t o r C a p e l l e d r a w a t t e n t i o n -La this d i f f i c u l t y ) . Thus the end of l o s s o f l i t e r a c y will have t h e same f u n c t i o n a l e f f r c t s a s t h e eiîd o f encyclopaedism.

3. Erzd -- of - .-- e n n i r i c a l I t r a n s m i s s i o n o î knowled=. Formerly the duties - I o tT?e T ~ a ~ e - - c Õ ï m ~ i u n i t y , h e a l t h and s e x e d u c a t i o n and t h e a r t o f s o c i a l r e l a t i o n s formed t h e s u b z e c t o f e m p i r i c a l i a s t r u c t i o n g iven w i t h i n t h e f a m i l y c i r c l e . On the o t k r hend., f i x a s t a u g h t t h e i r t r a d e aiid p r o f e s s i o n a l code “on t h e s p o t ” , and t r a d e - u n i o n i s n was l e a r n e d a t work th rough l a i i c ? - t i o n o f o l d e r employees. Owing t o a f u l l e r acqua in tance ni th problems an6 t h e growing complexi ty of -Aie s p e c i f i c nack5nery whereby t h e y a ï e s o l v e d , and t o t h e eve r more t e c h n i c a l c h a r a c t e r of a l l a c t i v i t y , t h e e m p i r i c u l t r a n s m i s s i o a 02 knowledge t h e unsys temat ic a p p r e n t i c e s h i 2 “ o n tha s p o t ’ ; w i l l l o s e more and uore o f t h e i r impor tance , a l t h o u & it n i l l be imposs ib l e e v e r t o e l i m i n a t e them c o n g l e t e l y . Howeveï, i n s -k ruc t ion i n domest ic s c i e n c e hygiene , t r a d e - unionism, s e x , b i r t h c o n t r o l , use o f communications anà consuliier goo3-s i s a l r e a d y l e a d i n g t o t h e s e t t i n g up o r developinen-b o f s p e c i a l i s e d p u b l i c o r p r i v a t e i n s t i t u t i o n s which licve f u n c t i o n a l machinery o f t h e i r own b u t a l s o make use of nass cormunica t ion media. The se b o d i e s w i l l e s t a b l i s h c o n t a c t n i t l i man i n h i s home, i n h i s j o b and a t and t h r û ü g h t h e cei?t;.es for t h e d i s s e m i n a t i o n o f knowledge where hc is s t u d y i n g . VoTk a t primai-y s c h o o l u i l l be cor respondingl j - l i g h t e n e d , an6 the o t h e r c e l l s of s o c i a l l i f e w i l l be l z g e l y superseded- iii the work which t h e y Cid- i n accordance with o u t - d a t e d t r a d i t i o n s an?. a s occas ion a rose . F o r example, t r a h i n g f o r a s p e c i y i c occupa t ion w i l l be g iven s , y s t e m a t i c a ï l y ax! o r g a n i c a l . by t h e Î i r m concerned i f it i s b i g enough t c have äT3%i-tníi?g c e n t r e of i t s own; t h i s t a s k ~sri.11 be s i m i l a r l y d i s c h a r g e d by a number o f fkns i n associa- ; ion. C e n i z a l bod ic s i n l i a i s o n with S t a t e a u t h o r i t i e s r.iill z d v i s ? , s u p p o r t , chock a n d approve the e i i d e a v ~ u r s niade. T h i s , I would : - epz t , i s o n l y an ex:.rgX!!e. As p r a c t i c a l a p p l i e d knowledge n i l l be t r a n s m i t t z d i n this way, i t v i l1 be r e a l i s e d how u s e l e s s encyclopaedism rill be

i n the case of s m a l l e r firms,

/ *

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d u r i n g t h e pr imary schooling phas? and t o wliat e x t e n t this s c ho o 1 i n g fii1.1. s t co ns i s t i 1? de ve 1 o i, i iî g the i n t e 1 l e c t ua 1 r? b j- 1 i t y t o a s s i m i l d t e ancl i nduc ing a desire t o l?ai in . The end of ern;3iricisn 5 s t h e r e f o r 2 a conscc:uence mholly c o n s i s t e n t , with the -t.r-Jo ot l ie r e f f e c t s m n t i o n c d .

4. End -- -. of -- - = z c i a l i s a t i o n ---_. a s -the outcome o f r n a ; f s + p y ~ ~ r ~ ~ sclioolinyi g i a s c . An i n d i v i d u a l i r i l l tia l o n g e r e g i n roï??vith m o m c e x y f y i n g t ha t he h a s a nzrronly-conceiv36 speciality i n a s c k u i i f i c ( u n i v e r s i t y ) o r t e c h n i c a l sub jec t . T h e i d e z , still p x v a l e n t , th% a diploma shou ld denote a n e v z r r tarrover b u t ever iliore t ho rouch and p r e c i s c sk i l l in Q s p e c i f i c f i u l d is c f a l l a c y . Indeed , t o Ferfor1i.z the s a r i o p e r a t i o u s Fnd t o s o l v e the sallile p r o b l e n s s c i e n t i f i c and - i echQica l progress t oday makes a v a i l a b l e ner9 i n t u l l e c t u u l ayid me c l ian icn l p r o c e s s e s n h i c h succeed e a c h o t h e r w i t h extrcifie r a p i d i t y and- ca l7 e a c h t i n e T o r t h e s p p l i c s t i o n o f ;zen knowledge nh.icli may ali-cadg be used i - n a n o t h e r a c t i v i t y sec-kor c r rmj- be wholly nei-;. E p i s ' a m o l o g i c a l approaches change, a s d o a l s o t h e i r x t l i o d s and i n s t r u m e n t s ; aims a r c c o n t i n u a l l y b e i n g regrrlugec! ~ c C û ~ d i i 1 g t o new a f f i n i t i e s o r a s f a c t o r s i n the so lu-Lion of probl.cm -oscd i n n new rnanizer. B:!Iii?¿is m m ì t t l ierc£ore be t r a ined - i n some c o n c e p t u a l a c t i v i t y o f a type and l e v e 1 consis- tef i t v i t h their c a p a c i t i e s and a u s t bc d i r e c t e d t o m i - d s a p p l i c a t i o n t o a broadly clef i n e d p r a c t i c a l s e c t o r . The o l d C e f i n i t i o n of a ciiploi-na a s c e r t i f y i n g raastery i n a " s p e c i a l i t y i l co r re spond ing t o c1 s p e s i f i c occupa t ion i s g e n e r a l l y o b s o l e t e , a n d contcmpoïsry a c t i v i t i e s i r i a l l spheres c a l l f o r p o l y v a l e n t men cc?pr?blc o f a d a p t i n g themse lves cr.si ly i n the c o u t e x t o f a c e r t a i n imiinur o f thiiilri:ig cppl icEt ,bl3 t o a broad f i e l d . Thus , mathem t i c 3 a p p l i e d t o ecoriorny produce t h e l leconmie t r ic ian ' l : his ,yenera1 _LI matlierilatical t r a i n i n g combined i*Jitli h i s e n e r a l lxo!;rlcdgc of zconotnic r e l û t i o ; ? s i-endei- t h e C O n û i ì ì ~ $--- ï- iciaii pûlav\?lcr?t T:!itìi r z g r d to bo-Lh tiic new approaches and thc ne:v p r o b k n s i n the vas t ~ ~ C ' G O + in - - Q u e s t i o n . S i m i l a r l y , phys i c -1 c h b i i s t r y ( w i t h a l l i - b s p r o c e s s e s ) appl ic r l -Lo c?strotioay prodl;ccs the " a s t ï o - p h y s i c i s t " . . . To quote ziiother example cy to logy and b i o c h e m i s t r y applied t o the mcliciiie of t u rnour s and hacrnFtology :?roducc thz "cznce r r c s e a f c h s p c c i n l i s t " . Such t r c i n i n g , co:iceived a s i n d i c a t e d , prodilci3s l l ro lyvc lc .n t a d a p t a b l z s ; ' r a t h e r t h a n s p e c i a l i s t s , s i m c -Ihc k s i c t r a i n i n g rer,>airis very S I - O E , ~ and q u a l i f i c s the s t u d e n t TOY m n y o t h z r occupc?ti.ons ir. a d d i t i o n t o that s.iï:io2 ct. T g p:.-e~?.rc x i n d s t o this Q n d , t lw pr imary t r a i n i n g ~hcise of m n , currently the s c h o o l i n g ;2liasc, m u s t be g e n e r a l b u t nest

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a t a l l s t a g e s provide f o r many a l t e r n a t i v e s . Thus e d u c a t e d , man i<rill be s b l a t o undzrgo "retraining" s e v e r a l t i m z s d u r i n g h i s l i f e t i n c . A l ready S a c l a y ai-rnl-ds o n l y diplomas v z l i d for f i i r t 3 j w z ~ s ; c r i t h i n t h i s p\.riod they i!ill becorns o b s o l e t ? b u t t h e i r holders w i l l , i n p r i n c i p l e , be capable of a s s i m i l a t i n g the new t e c h n i c a l knovledge reqL?ircd for t h c e x z r c i s e of t h e i r s c i e r , t l € i c a c t i v i t f e s .

To be s u r e , t h e s e new o b j e c t i v z s of t r a i n i n g imply t h a t p r o f e E s i o n c l work or r e s e a r c h irill hcvc t o Uc ca r r i ec? o u t by m u l t i - d i u c i p l i n a r y tzarm. Ec?ucc.-bion nust t h e r e f o r e cease t o be cori;Jsti t ive b e t m e n p u p i l s r e g a r d e d , a s i t v e r e , a s s c h o l a s t i c iiriionads,: : educa-Lion and t h e --- r a t i f i c a t i o n -e-- o f i t s -e.--. r e s u l i s m u s t t h e r c f o r e bv a tE:ti ;?T o f te2m-io-e very o p p o s i t e o f t he t t c I a s s ' t s y s t e n whzm one is c o n t i n u a l l y ItjÜdged" l o r vJl?at one d o e s by o n e s e l f .... ev?n if it is in tlie c0nte;c-t Df a woTiEiTe testi. YTZ~ " a c t i v e methods" a re o f t z n illusory . . . . 5. 2nd of tra.r!i tZonal methads a t a l l l e v e l s . A l l t h e foregoing c o n s i s a t i o n s coiideïliti nkir? t cvGryi-jhere s w v i v e s oi t r n d i t i o nc? 1 c d uc I t i on me thod s : c r i t e r i z Ïor s c h o l a s t i c progress), book-lemming ( t h z book c s the b a s i c i n s t r u m e n t ) , l e c t u r e s by t e a c h e r s (ex c a t h e d r a ) , pas s ive role 2nd immobi l i ty o f p u p i l s ( a d u l t s o r a d o l e s c e n t s ) , homogeneity of s u b j e c t s t o be l e a r n e d by all b u t p e r s o n a l i s a t i o n o f performzncc, vrhereas the c o n t r a r y should be t h e c a s e ; n e g a t i v e s e h c t i o i i ( i m p o s s i b i l i t y t o " jump a c l a s s " o r t o o b t a i n a d i p l o m a ) whereas whzt i s r e q u i r e d i s an assessment f o r t h e purpose o f guidance i n i! sys tem w i t h broad a l t c r m t i v e s 2nd i n d i v i d u z l l y v a r y i n g p e r i o d s o f s t u d y . I n view o f the c u r r e i î t e v o l u t i o n in s o c i a l r e l a t i o n s , the se t r a d i t i o n 2 1 methods hnvc become incompat ib le w i t h a d u l t a c t i v i t y and it i s t h m e f o r e a d u l t e d u c a t i o n , w i t h the kind o f r e l a t i o r i s 2nd comiiiunicLitio9 i t i m p l i e s , which w i l l be t h e t r a n s f o r m i n g f a c t o r f o r edu.c;l.tion methods i i l g z n e r a l . The p r o t e s t s o f thz u n i v z r s i t y s t u d e n t s prove t h i s , s i n c e t h e y express the rcvol t of young a d u l t s , Bcpt i n a s t a t e o f " schoo l ing t1 , a g a i n s t methods which a rc s o c i a l l y obso le t e an2 i n a d e q u a t e for the o b j e c t i v e s puilsued. This s t a t u s of scholai-s m u s t , moreovzr, be r e l a t e d t o t l x clicnging s t a t u s o f t h e c h i l d i n t hc f r m i l y c i i z l e . , In o w t - fcs t s rn s o c i e t i e s , th2 c h i l d h ~ s t r z d i t i o n a l l y been k e p t i n c o n d i t i o n s of s o c i a l i n f e r i o r i t y which impl ied t o t 2 1 dep?iidencc, t h e o b l i g a t i o n t o obey pass ive ly 2nd t o i r n i t a t z . This t-ms c u r i o u s l y r l l f l e c t e d by t h e f a c t t h a t the words Ilboy" and ' ' g i r l " were used t o d e s c r i b e a d u l t domest ic s e r v g n t s i n c o l o n i a l c i r c l e s . ..

me mor i sc? t i on ( 3 ;id it s a s se s Lcaen t

- 21 -

Today the s t a t u s o f c h i l d m n end youiig people l i s p e z t l y enhanced for tV:ro r e a s o n s :

- t h e speedy r e d u c t i o n i n i n f a n t m o r t a l i t y and riorbid.ii-ly nh ic i i makes t h e loss o f a c h i l d an e x c e p t i o n ;

- tlie s m a l l e r riunber o f c h i l d r e n per c o u p h nhicli i:.lale s c h i l d r e n aore " r a r e " and- niore "p-recioins;' .

The c h i l d becomes the n a i n o b j e c t o f p reoccupa t ion 02 t h e f a n i l g , l . e . t he couy le , vho endeavour t o provide t h e b e s t co t id- i t iom € o r t h e p e r s o n a l developriient and s o c i a l succesrJ of t h e youns. The n e r s o n a l i t y of c h i l d r e n i s nonadays t a k e n in30 account f r o m ail early age onvards (1). They a r e a s s o c i z t e d w i t h t k e l i Z e cf the family ard t z k e prt i n a l l d i s c u s s i o n s and eveti cl.ecisions. P a r e n t a l au'chority i s the r e b y meakened. Young FeoGle %.re r egz rded a s a t t a i n i n g t h e i r m a j o r i t y long befo re t h e age l a i d donn i n the C iv i l Code. They acq;.ire coi~surtei' s t a t u s a t a n e a r l y a g e , for t h s i r p r e n t s pive t h e x Pocke; noney o r buy them t h e cu l -ku ra l o r s p o r t s e g u i p m n - l t h e y a s k for. The economic sys tem is gea red t o nee-; this c a t e g o r y o f need , t o s t i m u l a t e i t , t o direct it and -Lo pïovolre new need-o. The s p e c i a l "market" provided f o r t h e youtig thus turns t-lieil i n t o an iri iportant s o c i a l group which l i v e s a c c o r d i n g t o i t 3 own e t h i c a l and a e s t n e t i c s t a n d a r d s and forms a "sub- c u l t u r e " c h a r a c t e r i s t i c o f our ?poch. The c o n t r a s t beb-recn t h e s i a S u 3 o u t s i d e s c h o o l srid t h e s t a t u s a t s choo l ( i i i c l u d i n z t h e u n i v e r s i t y whose s t r u c t u r e s hzve remained. imaob i l e a t t h e same time a s tlie inass of its s t u d e n t s has remained houogeiieous), h a s become !nore marked, with t h e r e s u l t s known t o u s . The p r i n c i p l e s gove rn ing a d u l t e d u c 2 t i o n t h e r e f o r e become the s o l e p o s s i b l e source of r e fo rm o f t h e s c h o o l and u n i v e r s i t y .

o-

?,Toreover, t h e e v o l u t i o n o f - techniques and t h e r e l a t e d a c t i v i t l e s make i t x c e s s a r y f o r a n e v e r g r e a t e r part of e d u c z t i o r , to cease t o conceu t r a t2 o n the 'lbyatiches'l ("mathematics1 ' , l lmotbEr tongue" , " f o r e i g n ïatiguagefl " p o l i t i c a l econony", e t c . ) , i n o r d e r t o be devoted t o the s o l u t i o n OZ problet is c a l l i n g for t h e apTlicz-Lion of the !rnovJledSe 2nd t h o u g h t p r o c e s s e s f urnish2d by -Ihese I tbranches" . In this connec'iion Iiempfer draws a t t e n t i o n t o a p r o c e s s regc"rded by him a s vcilid for. a d u l t e d u c a t i o n but which9 i n o u r v i ew9 a p p l i e s t o all l e v e l s of e d u c a t i o n . Onze c? problei? i s posed i n i t s l i v i n g and c o n c r e t e complexi ty , i t s s o l u t i o n compr ises six s t age s :

*/ . (1) I n thj-s c o n n e c t i o n , t h e concep t s derived f r o m

p c y c h o ~ n a l y s i s a l s o p l a y t h e i r p a r t .

- 22 -

- d e f i n i t i o n of t h e p r o b l e n ( c l e a r e r unde r s t and iag o f i t s

- e s - k b l i s h m e n t o f t h e f a c t s ( s e c u r i n g o f a l l d a t a on t h e

- analysis of t h e s e f a c t s ( n o t a b l y a s s e s s i n g them); - 6.ec is ion (making a c h o i c e between a l t e r n a t i v e s ) ; - a c t i o n (oxecut i3n of t h e d e c i s i o n ) ; - e v a l u a t i o n (assessment OP the r e s u l t s of t h e a c t i o n ) . (1)

na t i r e ) ;

causes o r p o s s i b l a e f f e c t s , i n t h e c o n t e x t o f t h e problem);

cjoi?is pI1zses of this p r o c e s s nay be "simultitecill X e v e r t h e l e s s , i f a ca i ic re te proble:n i s d e a l t i r i th i n 'chis way, i t w i l l be p o s s i b l e , T o r example, t o have r c c o u r s z t o mathemat ica l o r s t a t i s - L i c a l procedures y t h e p r e p a r a t i o n of r e p o r t s expi-essing t h e conc lus ions c o r r e c t l y (Irnovledge of the mother t a n g u e ) , r e a c i n g il: f û r e i g i l l anguages concep t s o f s o c i a l o r n a t r r a l s c i e n c e , lcnovledge of geography o r h i s t o r y . T h e d a t a 02' t h e p rob len :I?ust l end themselves t o documentary r e s e a r c h 2nd i n v e s t i g r t i o n . It w i l l thus 5ecmiz c l e a r what purpose t h e "branches" t z u g h t can serre - - 1 9 hon t o use them ones? l? m c wi th a tCzii?., :lorn t o i n t e g r a T e - t a l e m m i t J i one anotht?r t o sckie7-e 2 par t icLr la r o b j e c t i v e . B a s i c a l l y , i t is merely a g e n e r a l i s a t i o n o f t h e case - s tudy method. The a p p l i c a t i o n o f t h e s e nc thods t a k e s tim. End a g a i n c a l l s f o r t h e a l l e v i a t i o n o f the s tudy o f Itbra nche s ' : tlir ough t h e e l i m i n a t i o n of e ncyclopaed i s m .

w i l l producr a p o l y v a l e n t man c a p a b l e o f a d a p t a t i o n . Concre t e , a c t i v e e d u c a t i o n i n teams with r e s p o n s i b l e t a s k s

6. - Col;i?le-te - - - d e m o c r a t i s a t i o n of e d u c a t i o n . ??e mentioncd tut deinocra t i saTion was p r o g r e s s i n g b u t t h a t o b s t a c l e s 2nd r e s i s y a n c e s remained ' to be overcome -which hiixpered i t , p r e s e r v i n g 'die privilescc! p o s i t i o n o f c h i l d r e n o f l e a d i n g a n d w e a l t h y c i r c i a s , aiid i h ~ t a l thoug l i h i g h e r e d u c s t i o n mas open t o cliil6.rzn froc p o o r e r c l a s s e s , a s i t u a t i o n p e r s i s t e d whereby s t u d i e s IcacIir-g t o t!x most l u c r a t i v e c a r e e r s und paving t h e way t o h i g h p o s i t i o n s were s t i l l l a r g e l y monopolised by t h e c h i l d r e n c5 t h e s e vel-y l e a d i n g c i r c l e s . F u r t l i z r , such s t u d i e s - a l resdy nore p r o f i t a b l e i n themselvzs - a r e s t i l l today a c r i t e n o n governit2g e n t r y i n t o c e r t a i n c a r e e r s , and t h e r e f o r e t o 2 c e r t a l a c x t e n t d l s c r i m i n a t o r y agcl inst c h i l d r e n from soc.? 2 l l y

J* (1) Cf Icen- fer, f l A d u ? L t e d u c a t i o n " , New York, 1955 Chapter 2 ,

page& 24TëEr i i i g on tIG " t h i n k i n g processf r .

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l e s s favoured c i r c l e s . I n t h i s r e s p c t , "connec t ions[ ' p l a y a d e c i s i v e r o l e ( p r o v i d e d , n a t i r a l l y , t h a t the n e c e s s a r y diploma has been a c q u i r e d ) , l c a d i n g t o 8 v i r t u a l monopolisa-kion D f ths r e a l l y good- p o s t s .... (i).

These i n i t i a l i n j u s t i c e s , whether due t o the i m p o s s i b i l i t y o f pursuiil.;: s t u d i ? s i n y o u t h o r t o the i m 2 o s s i b i l i t y of b e n e f i t i i l g - l o t h c f u l l f r o m a &grec o r d i p l o m a , c a n , i n p r i n c i p l c bc cornpensatcd urtdcr c? permanent e d u c a t i o n s y s t c n which o f f i . r s , by d e f i n i t i o n "new o u t l e t s " a t any t i m e t h a n k s t o t h c p o s s i b i l i t y of a c q u i r i n g higher q u a l i f i c= i t ionü . I n t h i s r 3 s p c t permanent e d u c a t i o n c o n s t i t u t e s a Gzc i s ive L a c t o r i n the d e m o c r a t i s a t i o n o f e d u c a t i o n and c a r e e r s a t a t ime when t h e nczds of a s o c i e t y bascd on sc ience and tccl inology mzan that no "r ;?s?rvc o f t z l z n t t f m u s t be n e g l e c t e d ( 2 ) . The d e s i r e f o r e q u a l i t y a t the s t a r t t h u s c o i n c i d e s wi t11 th s p e c i a l needs of s o c i e t y . Them c o n s i d e r a t i o n s also a p p l y t o womn who s t i l l d o not have equal a c c e s s t o e d u c a t i o n and c a r e e r s ( 3 ) ; i n t h i s r e s p e c t , too, p r r n a m n t e C x a t i 3 t i n i l l h a w t h e s a m e f f e c t s . I n aCGi t ion , t h e new e d u c a t i o n sys-ten and methods, w i t h the break-up of t h e e y t i f i c i a l and i n h i b i t i n g atmosphere of t h e s c h o o l t lform'i ( t h i s P i o c r u s t z a n b c d ) , c a l l s f o r t he g s n e r a l i s a t i o n o f co-?ducat ion. Is n o t this bound 'GO bc achievad under a pcrrnznent e d u c a t i o n systZLi c o v e r i n g the nhole l i f e span? But t h e fin:::l i m p l i c a t i o n s o f the p r i n c i p l e m u s t be drawn. And, f i r s t l y , how could this l tmixingi i of msn and women d u r i n g t h e i c i t i a l edcca t i o n phase n o t be regardcd a s a p r e p a r a t i o n f o r t h e "rLìixedtt s t u d i c s which all n i l 1 h m e t o pu r sue 2 s a d u l t s i y i t h 2 most v c i c d spheres and under t h e m o s t varied c o t d i t i o n s ? One carmot , t he rc fo rc , e s c a l e t h e p r i n c i 9 l c affirmed f o r tlie f i rs t time i n t l ie Rome Treaty: e q u a l pax f o r e q u a l work f o r men 2nd women. B u t we m u s t go a l l t h e vmy and deduce from the f o r e - go ing c o n s i d e r a t i o n s that there must be e q u a l i t y o f 2 c c c s s not o n l y i n r z s p e c t o f s t u d i e s but a l s o , i n p r i n c i p l e , i n

J. This s t a t e of a f f a i r s e x p l z i n s why * p r s o n s who thcii isclvés have good p o s i t i o n s a re s o a n x i o u s f o r t h e i r c h i l d r e n t o succeed i n t h e i r s t u d i e s .

See i n t h i s connec t ion my r e p o r t : t*P-ccès à l ' e n s e i q n e m e n t s u y é r i e u r en EuTo~L '~ , UI\TESCO, Part I, 2 , t l R p t i t u d e s intellectuelles non m o b i l i s é e s v t pp. 66 e t seq . --ference of i : inis te is ---. o f lXucatir>n of member s t a t e s of UN.ZSCO on a c c e s s t o higher e d u c a t i o n , Vienna, November-1967).

See t h e same r e p o r t , the s e c t i o n e n t i t l e d : "Le f a c t e u r d u sexe".

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ros-pect of -- all s c i e n t i f i c , cu l turF .1 o r t e c h n i c a l a c t i v i t i e s . Only i n t h e c a s e of a few r a r e c c t i v i - t i e s - and even 'Glíese w i l l disappeZ-; vLth t e c h n i c a l progrctss - cJnnditioi1s rnzy c a l l f o r t b c::cluslo;z of one sex; t h i s is t:i? casz , for example, w i th a c t i v i t i e s bzsed on pure muscu la l povfcr (common labourer) occu-;la-cions r e q u i r i n g G r e a t 2 r p h y s i c a l re s i s t a n c e such 8s c e r t a i n l c ? ~ . ~ - - - s.nd --...- o r d c r s e r v i c e s (i) o r a c t i v i t i e s e n t c ? i l i n g c l o s ~ P ; ' o I i ~ s c i ; . i - t 3 : ' c a r t a n n c - ; ; i o i l s o f s k i p s 1 crews) ; SIC s e r,lay st511 e i l t a i l workinC; c o n d i t i o n s excludìr lg cnz sex . If We r e c o g n i s z everyone 1 s r i g h t t o az l i i rve his m b i t i c n s wi t i i ou t d i s c r i n 5 - m t 5 o n - u n l e s s justif i c ! ob je c t i v c l y - and t h i?tcd f o r the t e c h n i c a l s o c i e t y t o a o b i l i s e zll a b i l i t i e s , -ilic- r e f u s a l 'GO nake educakion and c e r t z i n occupa t ions a c c e s s i b l e tG 11212 o f imnkind i s a men ta l ly b a c k m r d , s o c i a l l y d e i n i n c n t a l and culturally a n t i - h u n a n i s t p r e j u d i c e .

B u t 'c lx term " d e m o c r a t i s a t i o n " u l s o has a second m a n i n g Ii1 t h e e d w x t i o n c o n t e x t : l ' t hc democra t i c a d m i n i s t r z t l o n o f c z n t x s for the d i s s e m i n a t i o n o f !rnovlzdge sild evurpi2i: ' S r i g k t -20 pvrsona; and r d s p o n s i b l e p n y t i c i p a t i o n i n h i s ovni eduTct ion" . A s I have e x p l a i n e d ( 2 ) , t h e need t o engage childi-eli from the age o f r e z s o n o m a r d s i n r e s p g n s i b i e activities malres i t rnore o r l z s s necessa ry t o impar t %is trcnc? t o the i .cforK o f thc i n s t i t u t i o n 2 1 e d u c a t i o n s t - u c t u r e s . xay 1: r 2 c z l I t h a t , i n my v i ~ v i ~ this e v o l u t i o n will l e a d t o the aholi-Lioìi o î I1üchools t1 - dcs igncd for s p e c i f i c ege groups and orgLnnissd i i l l l c l a s s c s l l accordii ig t o t h e o l d s c h o o l t r a d i < i o n - 2nd - t h e i r i -cp lacznent by c c n t r e s for the d i s s e m i n a t i o n - of kno\-rlc:!;i;G aiid c u l t u r e covFr ing c i l 1 age g r o u p s of thc p o p u l a t i o n . biordovcr, in OUT v a r i o u s c o u n t r i e s such c z n t r e s a r e z1rcrd-y b c i n z s e t up, under d i v v r s e - mori3 o r less happy - fo r ins , 2s l t ~ ~ ! l t ~ ~ l c e n t r e s " "youth c e n t r e s " , e t c . II a l t h o u g h they d c n o t f u l f i l a n y , or hardly a n y , of -the t a s k s performed by schools ,

B. Youth e d u c a t i o n

A l l tlzc f e a t u r e s enumerated above by which - all catï.cL.tion, whatever i t s n a t u ? , w i l l be i n c r e a s i n g l y c h a r a c t c r i s c d and which r z s u l t from t h e new conce;Jt o f an e d u c a t i o n system based

/ - * / ' (1) H?:7evGï- t h e ~ o f i i c n ~ s p o l i c e foi-ce i s provi r ,g n e c e s s a r y

z n d , i n any e v e n t , more e f f i c a c i o u s i n m n y s d c t crs 02 urban lifc and for c e r t a i n a s p z c t s o f present-dzj . dc l inguency .

Szc S e c t i o n 5: "End of t r a d i t i o n a l m c t h d s a t a l l .

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on man's pzrmanent educat i -on d u r i n g h i s whole e x i s t e n c e w i l l also cl iz ì -act t2r ise the i n i t i a l ?liase o f t h i s educati:,;i , i . 2 . l 'school ' ' e d u c a t i o n :

- end o f encyclopaedism and coiisequcnt l i g h t e n i n g of 'Ghe t imc- tab le ;

- emphasis laid on the devcloprnznt of c r i t i c 8 1 f a c u l t i e s arzd i g t c l l e c t m a l methods o f a sp roach t o p r o b l e n s , snd ~,m p a r t playcd by c o n c r e t e m u l t i - d i s c i p l i n a r y a;>L21icstions;

- izczd t o ex tend the 1enP;tli of the i n i t i a l educ?. t ion pliase ( c u r r e n t l y t h e "school ' ' phase) ;

- r e d u c t i o n i n " a m p i r i c a l i l c x t c r i i a l p a r t i c i p a t i o n s b u t i n c r e r s s in s y s t z m a t i c i n t c r v e n t i o n by p u b l i c and- p r iva t e b o d i e s ( i n s t r u c t i c n i n such su3>ccl ;s xs s e x , f x i i l y r c s p o n s i 3 i l i t i z s work , c i v i c s usi: o f c o n s u r u r good-s, u t i l i s c t i o n of c u l t u r a l f a c i ï i . t i e s , z t c . ) ;

- - t lx goly-valent nûtui'e o f c d u c a t i o n lzadi i ig t o thc avard o l i h c iaost à i v c r s e dilplotïias l e s s lin!ced -to a c l = i s s i c n l ltbranchh" o f t ~ c l i n o l o g y and k n o w l e d p ;

- genuinely a c t i v e " i n t ~ i ~ - d i s c i p l i n ~ r y " e d u c a t i o n i n k ? ~ i s e l i m i m t i n g , i n p a r t i c l l a r , i n d i v i d u 2 1 and c orilijc tit; ivz mzr i c i ng g

I?

- s 2 l e c t i o n n o t l i n k c d t o 2 s p e c i f i c d p e r i o d of s t u d y , and e f f c c t z d on a p o s i t i v c Sas i s by means o f g;L!idaìicc atzd advice machinsry;

- conp lc t e d e m o c r a t i s a t i o L i of a c c e s s t o eCìucc?-tion and of

- progrtssive b u t r a p i d Sis2.ppcarance o f the L r a d i t i 3 n a l

- t r a n s f o r m a t i o n o f s c h o o l s i n t o l ' c e n t r c s f o r - t h

i t s a a m i n i s t r a t i o n ;

s c ho o1 I 1 f o r m " s y s t e m ;

d i s s e m i n a t i o n o f knowledge and open t o s t u d e n t s (si cl1 a g e - g r o u p , c o a p r i s i n g , undc r nevi forms t l i c i n i t i a l e d u c a t i o n phase and u t i l i s i n 3 all m a n s 02 e x i x c s s i o n i n c l u d i n g m s s ncdia .

. A l l ';Lese c3,nsZquenccs o f t h e concep t of "Fermzmnt e d u c a t i o n " , 2 n t a i l l n G t h e m c d Tor changes , w i l l a f f c c t sc:iooL e d u c a t i o n a-: al1 I c m l s and w i l l c a l l € o r fundamzritzl ch?.iiges i n i t s s t r u c t u r e s , c o n t e n t and m t l m d s .

T h e sz:;1ic changzs ~~9-11 occur z t t h e samls t ime i n -iAe f i a l d of a d u l t e d u c a t i o n which, althoug!i no t y e t s y s t c n a t i s c d o r fo rmicg 2 n i n t e g r a l whole, i s a l r e a d y - because of i t s !1adul t13 nceds 2nd a-Lti-tudes - clos3:r t o thc speci.21 concept o f

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permcineiit e d u c a t i o n a s i t i s h e i n 2 shzped by t h e t r a n s f o r m a t i o n oi' slJciety- (i) Here, tile e f f ec - i v i L l 9 f o r t h i s very r e a s o n , be l e s s r v v o l u t i o n a r y tha:: ?in t k cas2 of thz schoo l system i t s e l f . I n a c t u a l f a c t , t h e end r e s c l t ; ; > d i l l be the i n % c g r a t i o n of all e d s c z t i o n i n a s i f ig le sj+s-f;am. B u t , i t rnuz'~ be e n g h a s i s e d , t h e :nos t r e v o l u t i o n a r y chapige ill t ake p lace i n you th e u u c a t i o n . This ycti-ii.li7 Long kep t i n a n i n i a n t i l e s t a t e c7f dependence, d i s c i p l i x and s u b j e c t i o a , w i l l be r a i s e d t o " a d u l t ' ' statm e t a n eai-lieL- age. A d i s t i n c t i o n x a s t 9 however, %e inside between t h e e v o l c t i o n of s o c i o l o g i c a l g r o i - ~ t l i f a c t o r s a n d Î2e:tci-s o f b i o l o g i z a l growth. Here i t w l i l l ~ a l w p be n2cissar-y t o t a k e accou;it; of t h e organ ic -$-~zses -3: i n t e l l e c t m l deT-elopient a s def inot . ;or examp3.e by Jean Pi;i.get o r P r o f e s s o r Langeveld C i r e c t o i o f t h e XdiJcatioil, InstlT;L!te o f U t r e c h t V n i v e r s i t y .

Thi-is s e c t i g q of my re;2r>rt a i r s a t suppleìneiîting t h e s e r i e s o f p o i c t s enumerated e a r l i e r . To be sure, t h e y c G n s t í t u t e the e s s2nce o f t h e a c t i o n o f perrnznent e d u c a t i o n zs a f a c t o r i n thz change oJ> the c u r r e n t educa-Lion sys tem a s a whole. It is , however necessi3z-y t o adù th,2 ccJLiseqiJ>ncces p e c u l i a r TO y o u t h educc?tion.

T i r s t l g , the r a p i 2 e v o l u t i o n we a r e undergoing i v v i l l d e f i n i - t e l y e l i m i n a t e the p r e j u d i c e whereby "formal" e d u c a t i o n i s regardes- a s i n t r i n s i c a l l y s u p v r i o r t o v c c a t i c n a l o r t e c h n i c a l edv.czt ion. On t h i s s u b j e c t the r e p o r t of t h e Marly-le-ICoi cour se 1vs t h e f o l l o w i n g t o say:

"!le lxwe t o overcome the p r e j u d i c e tha-5 t h e c u l t u r e acquiyed through g e n e r a l e d u c a t i o n i s more comprehensive a~2d v a l u a b l e than the c u l t u r e t r a n s m i t t e d through v o c a t i o n a l t r a i n i n g ani? p r o f e s s i o n a l a c t i v i t y . Vie have by noi;: largely gone beyond t h e n â r r m no t i o n of -brades , f cr the r a p i d e v o l u t i o n o f technology and p r o f e s s i o n a l mobili-Ly r e q u i r e t h e b a s i c e d u c a t i o n t o be more and more general and. cu l tu ra1 . l '

It n i l l , i n f a c t , become Gseless and imposs ib le t o g ive g e c u i n e l y J.---- s x c i a l i s e ü v o c a t i o n a l an2 t e c h n i c a l training s i n c e such t m i r x c g would be s p e e d i l y o u t d a t e d ; i t will t h e r e f o r e be e s s e : i t i a l Bor v o c a t i o n a l t r a i n i c g t o cgrnpriae a ltgeneral!' h z s i s . S5ìn?laï-ly, ~ t i 3 cannot conceive t h2 t Ln our predominantly s c i e n t i f i c c,iiil technical s o c i e t y a rnan may be educa ted 1 f i t l i o u t l e a r n i n g somet!iing o f t h e t e c l m i c a l a s p e c t s cf social arid. econcc-iic life ; s o - c a l l e d "get ierol" s t u d i e s will t h e r e r ' x e have t3 i n c l u d e a t e c h n i c a l p a r t . As i: r e s u l t the d i f f e r e n c e i n chnractei ' cif Lbe two k i n d s o f e d u c e t i o n w i l l d i m i n i s h p r o g r e s s i v e l y . This i s what t h e Swedish corcept of the

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comprehensive s c h o o l p romises . S i m i l a r l y , democra t i s a - t i on aiid s e l e c t i o n e î f e c t e d w i t h gu idance and a d v i c e w i l l h e l p t o i?-sten t h e d i s a p p e a m n c e of s t u d y s e c t o r s monopolised by l e a d i n g s o c i e l c i r c l e s where ave rage l e v e l s reidair, "h ighe r" even t o d a y because o f t h e .-loi-e f a v o u r a b l e c o n d i t i o n s f o r s tudy and c u l t u r a l developirtent o b t a i n i n g in t h e f a m i l i e s of these c i r c l e s . The - - c l a s s i c e l h u n a n i t i e s t o o , w i l l cepse t o be t h e l ' roya l wa;T'I to&;. s - t m e s s , and dead larlguages and t h e c u l t u r e s of

.---- 9

a n t i q Ü i t y V i l 1 comple t e ly Cease-to-be the nuc leus ai??, sp3Gl o f a l 1 h i g h e r e d u c a t i o n o f t h e mind. The d i s p a r i t y be-tvecn t h e l t c l a u s i c a l l t v a l u e s and t h e v e l u e s of present-day socie'Gy i s growi.ig e v e r g r e a t e r and dooms this kind o f b a s i c educ.:tion o f which o n l y a few o p t i o n a l a l t e r n a t i v e s w i l l reinain. Today s o c i o l o g y i s a b e t t e r p r e p a r a t i o n for l a w than L a t i n , which h a s become T:diolly u s e l e s s - t o say no more - t o medical s c i e n c e .

The i 'defence of humanismll i s a o t h i n g more t h a n a r e a r g u a r d a c t i o n t o g r o l o n g %he e x i s t e n c e o f a p r i v i l e g e .

Teaching w i l l be more and more p r s o n a l l s e d i n t h e s2inse t h a t t h e e d u c a t i o n o f the young w i l l be i n c r e a s i n g l y adapted t o t!ie i n t e l l e c t u a l ; x r s o n a l i t y and a s p i r a t i o n s o f e a c h p u p i l . I n this i -espec t , the t u t o r i a l sys tem, p a r t i c u l a r l y s u i t a 3 h f o r a d u l t s , will be ex tended t o p u p i l s of all a g e s , v!hile t h e new technique of s t u d y I'Sjy computer" w i l l a c c e n t u a t v the i n d i v i d u a l c h a r a c t e r of e d u c a t i o n .

Fur thermore , you th e d u c a t i o n w i l l conprise a range o f a l t e r n a t i v e s n l i ich will broaden n i t h advance i n s t u d i e s . TD be s m e , z a c h c a t e g o r y of a l t e r n a t i v e s w i l l imply a c e r t a i n llcorninon trv.nk" of g e n z r a l bas ic knowledge . . . The f a c t t h a t i t will z o l o n g b r be p o s s i b l e t o i . e l a t s t h e a c q u i s i t i o n o f g e r e r a l o r o p t i o n e l knowledge t o a g i v e n age o r a g i v e n s c h o o l i n g Le r iod , a l t h o u g h a y u p i 1 will s t i l l have t o obey d e c i s i o i l s a r i s i n g from p u p i l gu idancr and zdv ice ( a l l o w i n g n e v e r t l x l e s s . f o r i n d i v i d u a l a l t e r n a t i v e s ) , mill c a u s e , a s we have s h o n n , t h e break-up o f -&e p r 3 s e n t s choo l structure and o f t h " c l a s s " system. This b a s i c fac t canno t be eriiphzsised s u f f i c i e x t l y . It i s perhaps i n this r e s p c t t h a t p e r m i l e n t e d u c a t i o n - ( J i l l produce i t s m o s t :-evolutioinûry e f f e c t s . Here, our vies! c o i n c i d e s With t h a t p u t forward i n t h e r e p o r t by Professo? Tie tge r i s , viho mould l i k e t h e I t c l a s s e s " t o be r e p l a c e d by " C O =*se st' . e s s e n t i a l for the yoiing, s i n c e thc a d u l t ' s right t o resuine, a t a late;- stase, u n c o n d i t i o n a l l y , s t u d i e s abandoned t o o soon w i l l n o t give h i n i back the g r e a t e r freedom of choice en joyed

P n p i l gu idacce and c ~ i i m s e l l i ' i ~ ~ ~ v i l1 ?iecorne eTier more

- 2s -

by the yot:,tig. Lift? 1s f i r s t o c c u p a t i o n a l commitm2nt has indeed ii-ï-evc!rsi??k con sequeticzs <I a s Prc j fessor E i 6 e p o i n t s o u t . T h e a d u l t ' s power of cho ice is r e s t r i c t e d .

rl ,hi? c . ~ i I c ~ ~ t 32 s t u d i e s o;xn t o yv.;:mils of m y ugo 2nd. c m r i c d 7 . s i l t ~ c ~ ~ ~ ~ ~ : ~ i 1 g - l o m t t i 3 d s m s u l t i i i g fi.y.1 t h e G i a l c c t i c o f t h o '

cvglr*-i;isn o u t l i n c 3 , thc m c d d s o t o xgco.r?i_se t o s ixc i a l i s e , t o cstablisli -:he €un- t ion o f I ~ f o r n a t i o n ( i n t h e bro,zid seilse) on ano tkqz LeTiel ',kan t'rat: o;" f o ï x d ï sckAool e d x z i t i n n , rnahrg Lise of naus coi.llli?;iir=r-~i_or? rLit?Ciiu, w i Ï - 1 S r i n g z-.boL:t t h 2 t r a n s f c r n a t i o n of t h e z c h o o l and i t s i n t e g r a t i o n i n l l c e n t r e s f o r t h e d i s s e n i i n t 5 o n of Irnovled.;ne and cul.tu-rel: as .z-lre=?cly i c d i c z t e d . achic.ed at olle s tyoke no r sLnultaneous2-y arid i n t h e same v~ay eveï3-iihi.o. I n i t i a l l y , s c h o o l s ( i n c l u d i n g u n i v e r s i t i e s ) and t h e i r e q u i p m i i t ~ 1 1 1 be used daily and on every day o f t h e y e a r from 8 a,m. t o n id i i i gh t by the most vaYie6 c l i e n t e l e . The c o s t s 02 ~ c h o o l invz3trncnt i r , responee t o t h2 ever-growing needs of ilz,scent and ?-cTrclo;~i.iîg ;xrriianent e d u c a t i c n , Ycke i t i n a d m i s s i b l e i o r s c h o o l m i - c l i n ~ s to 'E use2 o n l y 7 h o u r s a . 5 o r 5 1/2 days out oL 7 per rieel:, z-~d. o n l y f o r 30 vieeks a yea, T L l i s t a k e s no aCcoui>-b o f s c m s c Y o o l s t h a t a r e i.is9d f o ï eveì i ing c lasses and- on week enCo foz c ~ . l i u ~ a l e v e n t s , . , But this i s only t h e f i r s t stase o f t h e evolu-bioil d e s c r i b e d ,

Tn i s v ; l l L noi; be

- . 7 , .

U n i v e r z i t i e s w i l l n o t e scape t h i s development and will Oe llcC?ntresil lih $he o t h e i s but on a n e c e s s a r i l y h ighe r l e v e l , siiice -;hey arco also c e n t r e s f o r s c i e c t i f i c r e s e a r c h and c u l t u z a l c r e a t i o n i-iiiich by d e f i n i t i o n are "che s;here o n l y of t h o s e who s o s s e s s the x z e s s a r y a b i l i t i e s . It w i l l be 2 o s s i b l e f o r 'chis é l i t e forned ;>y s c i e n t i f i c s e l e c t i o n t o grow c o n t i n u a l l y , a l t h o u g h , a t b e s t , Tt n j - l i never be more t h a n 2 s t r o n g minority.

AdL:lt e d u c a t i o n

A d v l t e d u c a t i o n , will, t o be suTe, have t h e c h a r a c t e r i s t i c s we ha-fe eadeavoured t o d e f i n e as b e i n g those w h i c h - a l l e d u c a t i o n sh0uì.d hzve i n OUT t e c h n i c a l and s c i e n t i f i c s o c i e t y , our I l c i v i l i s a t i o n o f l e i s u r e t t (see ui ider A ) . But it w i l l be t h e needs thumselves , t h e f o r E s assumed by '~liis l l g e s t a t i n g l t e d u c a t i o n and t n e p r i n c i p l e s und methods f o l l o v i n z frorn i t s n a t u r e , which v5.1!- be t h e i i i c ~ e a s i n g l y d e c i s i v e f a c t o r aíc? the model Yor t h e r e f o m 02 ec?iucn.-tion 2 s a n t io l e , I - t is, n a t u r z l l y , a gy.udxal e v o l u t i o n xì i lch n i i l - afYim I- isel i" iíiore and mcI::t3 s t r o n g l y as a d u l t educaz ion Gains i n im-Di- tace and becomes s t r u c t u r r L l l y organiseci. Just as i t was

c* --_--

- 29 -

absurd t o taalce - more o r l e s s c o n s c i o u s l y - as z r o t o t y p e f o r a d u l t e d u c a t i o n t h e s c h o o l system c r e a t e d f o r t h e young, i t would be a n aberration t o a c t today on t h e reverse p r i n c i p l e , I n bo th c a s e s t h e r e s i s t a n c e due t o t h e n a t u r e o f the puf?.ls themselves i ? z t u r a l l y c o n s t i t n t e s i= lilore o r l e s s consc ious r a c t o r oi" a h p t a t i o n .

I-Imcver, l e t us n o t f o r g e t t o what c x t e n t the t r a d i t i o n a l s c h o o l sya'ccn lias h i t h e r t o tended. t o p o l o n g a r t i f i c i a l l y t h e .

i n f a n t i l c state of the young s u b j c c t c d t o it. I n t h i s r e s p e c t , the tyi3icfzlly I t a d u l t t t c h a r a c t e r i s t i c s of e d u c a t i o n c o n c e i ï c d e - s l x c i r l l y €or U u r i l s of t1post-3choo1tt age, can o n l y e x c r t a b e n e f i c i a l i l i f luci lce on t h e e d u c a t i o n of t h e young,

It i s now n e c e s s a r y t o s t r e s s ~ O Y J i m p e r f e c t and c l e a r l y inadcqua-l-c oui' s c i e n t i f i c knowledge i s of the d i f f e r e n t intellectual and c h a r a c t c r i z l c a = ; a c i t i e s for s t u d y o f i n d i v i d u e l s o f d i f i ' c r o n t age g r o u p s , And ir" l i t t h i s known abou t t h o i n f l u e n c e e x e r t e d on t h e s e c a p a c i t i c s by p h y s i c a l o r iAiysiologica1 c h n g c s duc t o age, w e know cvdn l c o s abou t the e f f e c t s of changes i n s o c i o - c u l t u r a l condi -k iom and t h e way of l i f e d u r i n g different phases of l i f e ,

T!icsc i m d c q u z c i e s a re :irovod beyond any d o u b t i n t h e e x c o l ï c i i ~ su rvey Fublisl icd 5y t h c Rcvicw of Educat ion - Rcscarch on r o c c n t ? e s c a r c h i n t o a d u l t e d u c a t i o n (i).

I n his su rvey Howard IlacClusky shows t k t r e s u l t s a r o s;;oradic x d t h e r e l e v a n t d a t a of 'hii incompleto and un re l i a b l c .' The SCicilUiZic e f f o r t has been devoted mainly t o t h e formal s c h o o l i n 3 iili,-sc and t h e s t a n d a r d s e s t a b l i s h e d f o r t h a t 1cvc.l have, i n m c l i t y , been a p p l i c d s u b s c q u c n t l y t o a d u l t p u p i l s . Now, t i i c n i s a dcnand f o r instrmicn-ks d e v i s e d s l x c i a l l y T o r d e t e r m i n i n g - t h cha rac t c r i s t i c s . of a d u l t pupils and f o r t h c a p p l i c a t i o n of Itage fa i r t e s t s " , The d i f f c r c n t i a l gsycholoGy of a6;ults i 3 no t zdequate ly dealt vJi'Gh, a n d , i n p a r t i c u l a r , t h e r e has -mcii i n s u f f i c i c n t r c s o ~ r c i i ~ into tho z b i l i t y of a d u l t s be longing t o t h e lower s o c i a l strata, Admit ted ly , it s o c m t h a t thhc cbility t o solve new p r o i ~ l c n s d i c i n i s ' n e s g e n c r a l l y a l t e r a ccrta5.n ~ g e , but t h a t t h e g c n c ï a l i n t c l l i g c n c c l c v c l remains tkc saide up t o a n advanced agc. IEowcvcr, i t could n o t bc claimed -i-h,it t h i s has been proved a n d - t h ú t t h e rnccknism 02 -tho phcnorncnon can be d e s c r i b c d c o r r e c t l y .

(1) Vol,. UXT, No, 3 , June 1965

G2,lc . JeEsen and A l b o r t Scnradcr d e a l w i t h s o c i a l i s a t i o n p r o c c s s z s . Only ;i, fcw obvioas g c n o r z l i t i c s concern ing a d u l t s have bccn ;2ut forward as 7;ei;ig o b j e c t i v e l y p roved ; he re , t c o , t h e nci,jor e f i o ï t lias bcon d e v o t e d t o t h e youi_g,.. ~~~r_crp,L?i 'üy piloducc2 by r c s e z r c h on a d u l t s may lead t o conclus ions of znc f o l l o w i n g kind :

The type bf

i Sczui- i ty a t work ( d u c t o tkc st tzbil i ty and c o h e r e n t a % t i t u . d c s of sup23riors) f a x s u r s t h e s o c i a l i s a t i c n o î m:,ilxys of t h c p o u p .

- !?iic;_lc i.s a rci:i.tionshi;i butwe3n t h e p o r s o n a l mcom>lialmcnt o" I l c z d c r s and - t h e i r f e e l i n z u o f indcpcnuencc aiid dcgrzc o f s c l f - e s t e e m .

T7-7 c u s ive h i c Y ar z t i i cal s t ru c 'r; i i i s x u b i l i t y and d i s c o n t e n t anong t n c staff.

i s 2 t i on pr od u c e s

- 'I'hc size o f a n i n s t i t u t i o n t t f Z c c t s t he rctzctioiis o f its r x n - x r s in mgaïci to pai ' t ic i -zwtion, emot iona l s t a t e c.ni c ontaii tnc n t .

In short; knew, v~ i t t i ou t .e.

RobcrÎ, Boyd makes a survey 011 t h e iigrou:3ii rcgardcd as a s x i o - p s y c h o l o g i c a l u n i t f o r s t u d y . Horc 2.11 t h e f e a t u r e s o f grouL '

d y n r n i c s , narc p o s i t i v u thun i n t h e casc of thc p rcccd ing o b j e c t , cay :SC i i o 3 i i i s c d and a d a p t c d t o adv . l t c d u c a t i o n methods, Thc

. s m c pïococ!u.rcs c o u l d , hovaver, be a p p l i e d t o thc young :.iLth c, v i e w t o misin:: 'Giicm e a r l i e r t o a d u l t s t a t u s i n the vay cx:21aiiicd ic s e c t i o n s JA a d B.

I n m y cvon t t hese e x c e l l a n t c o n t r i b u t i o n s show t h e need t o dcvclop resccrch i n t o t h e duit p c r a o n c l i t y and i t s d i f f e r c n t i z d n s p c t s (l)*

O

O O

Hcrc, 3s i n t ho case of you th cduc?.t ion, we s h a l l corifinc oursclvcs t o a d d i n g t o the coiîscquci>ccs cntcnilcd f o r a11 e d u c a t i o n ( s c c s c c t i o n A ) t hose ; )ccul iar t o z a d u l t educa t ion ,

Thc democrat isF-t ion of e d u c a t i o n t o g c t h c r w i t h t h c nccd f o r d-ults t o dcvotc a g r e a t e r p a t o f t h e i r h i s u r e t i nc t o e d u c a t i o n a l x t i v i t i c s have a n incscFd;;p.blo consoqucnce : t h c r i g h t 202 cvcry c d u l t t o resume s t u d i c s w h i c h hc rnipht tnvc accomplishcd i n h i s youth c?s t! i i i i t ial cducat ionl l bu t f o r onc rcasoi? oz a n o t h e r , could no t c m r y o u t o r com:7lcte. ' A s i n t h c case of youth itsclf, t he principle 02 a st2;tu.tory s c h o o l i n g pe r iod , Öf ycar ly stages tÖ be covcrcd i n u. homogincous m,-.ii&r - and 0710 h-cnches com:srising only l i m i t e d c l t c r n ? . t i v c s ( t h o conmon

(1) Tkc m t i c l c by John hhcLcish - - "The a c q u i s i t i o n o f ImovJlcdgc 'by c3iultS : fmts 2nd f i q x x sn - ' p u b l i s l i e d ~ e -4-c .--? I n - ~ c m a t i o n ~ . l -- Review of Adult m d Youth Education,, 1962; ~ r o l . X I V , Mo. 1, y v 45 t o 54, gives t h e same i c l i r e s s i o n . It co i i t c ins one irc;>rcssivc s t t . t c n s n t : t h a t , a c c o r d i n g t o L c h x i i , works !'regarded as b r i l l i a n t 1 1 hEvc g c i i c r d l y bccii conccivcd aiid achieved by t h e i r crc.p.tors Setween t h e r g e s 02 25 ,-.:i?. 4C. blust it thcrcr"oi.c be assxxd tk.t t h i s i s

t h a t nen cbovc 40 years of L?C:C C.TC i n d e c d t h e v i c t i m of t h e IwSi t s t h e y hzvo a c q u i r c û , ziîd would c,dd t h a t the most g i f t d aïiìûiîc thcm arc Ilvictims 02 their orin S L ~ C C C S S ~ ~ , It is, indúcd , j u s t as t h o r g h by ovcr-hcai;ing thcrn w i t h honours , n i t h s o c i a l and acz<..:.onic awards and high c o n u u l t a t i v c End a d r n i n i s t r a t i v c f u n c t i o n s , 'uy a r r a n g i n g f o r tL:cir p a r t i c i p a t i o n i n w o r l d l y b u t non-creat ive m t i v i t i c s , we d i d OUI' b c s t t o p r e v e n t them î r o m c o n t i n u i n g t o d c v o t c t h c n s c l v c s t o t h e i r crcativc work ... Ho~cver . , the c , r t i c l c by P b c k i s h would seen t o reveal. two t r e n d s : w i t h I ~ C , %he r e a c t i o r s of a d u l t s hccomc s lowcr , bu t t h c y p c s c r v c and even i rqrovc thc i . r i n t e l l e c t u a l a b i l i t i e s if t h c y ?min- -u t z - in thein regularly (w'hat 2-n crgurilcnt i n f i , vouro i f pcmF.iîcnt cducat ion!)

j-p lql-!- LLdu~~ïxl &eri06 of c r e a t i v i t y ? '.!e ,cerco w i t h t h c , iu thor

- 32 -

Tlic l l c c n t r c s for t h c d i s sc rn inn t i cn o f knowledge and cul turcI l s h o u l d c?ls-o i i rovide adults w i t h p o s s i b i l i t i e s of r c o r i c r , t a t i a n ( F u t thc s m c 01 ~2 h i g h c r l e v o l ) , r c - t r z i n i n g , r e f r e s h e r worlr.; z c q u i s i t i o n c i su1:;)lcrncntary knoliilc-dGe , c u l t u r a l dovcloymcnt, caxwixiJcy ac - t fv i t - i a s ( s e e s c c t i o n A).

A d i i l t c d u c a t i o n will develo:, Lks stru.ct;ures v!lhilc b e i n g i i i t c p a t c d !;rith t h e new o v c r d . 1 cdr icz t ion s y s t G m i n which it w i l l be thc fuiidtmciìt2,l facto^ of c h n g o . J u s t c?s t h z dcmocratisc---Lion and ;~rûi>otioii 01' s t u d i e s have de te rmincd sl whole s o c i a l 2o l i cy of stwdy p m t s cnd of a s s i s t a c c o f m r i o u s k i n d s (IxLy-ncnt of f a n i l y nl lovmnccs during tbc whole p r i o d o f s tudy , e t c . ) , t he szm iìccds w L l l l czd t o ;. s o c i a l s t a t u s of c d ~ l i c d u c a t i o n . One of t h e f s r t u r e s v i l 1 bc t h e a c n c r a r i s a t f o i i of L? k i n d o f r e d u c t i o n i n !2ours v

OZ work: ';lit -:ïansform?*tion of hour s , d.ays a n d wocks o f work into 11cduca3-o:i?.l 1czvott w i th n o r m 1 p ~ ~ y . The z l lowanccs f o r s tudy eq icnscs 01- I l l o s s o€ eE?rniiîgs'? (when t he studies concerned exceed t h o duration or" t h c c d u c a t i o n a l loave), v d i l l Se f i n z n c c d f rom a iicw soci,-,l s c c u r i t y brznch, Thc h i g h c s t v o c a t i o n a l t r c i n i n g a t rll I cvc l s i 2 s o s s c n t k l l y o f conce rn t o firms but z ï s o t o t h e Stz tc 2 x 3 t o '~1-i~. i i i d i v i d u a l worlccrs Ll icmclvcs; i t t h c r e f o r e calls for such a ïncthod 02 f inanccmcnt which. also h m t o c h n i c a l , p o l i t i c a l and p s y c h o l o ~ i c n l advnntages It Cioc:; n o t r e q u i r e iiew f u n c i i o n d mmhinc rg , as it iniyl-ies a very brocd s;:rcading of c h r g c s x d , t h r o u g h ' ~ i n g i r x l u d e d in t h o c o s t p i c c , o b v i o u s l y l i n k s p o n o t i o n t h r o u g h s t u d y to woyk s t a t u s .

(i) T h o s c c c u r s e s thcIcsclvcs , f,ir f roni rc r íc in ing a l i g n c d riitii -3. L X 7

i d e n t i c a l w o r k and c x e r c i s c s Sy F! nliolc g roup) , m , i l l leiid t i i c m c l v c s morc and nore t o p e r s o n a l i s a t i o n ( s e c rc;>oi-t of T . m i s C ros on "Corrcspondcncc c d u c z t i o n i n Fx.acctJ).

sc!:ool syutem (honcgTnoous , x T i o d s e n d s u b j e c t s ,

-

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S e c t i o n V - G e n c r z l c o n c l u s i o n L_

The l o r c g o i i i g c o n s i d c r c t i o n s h a w i:crmittcd u s t o stress - the a c c c s ~ ~ ~ f ~ a ~ i i r ~ ~ of perraancnt cdv.&tion, n e c e s s a r y i n bhc scnsc t h a t t h o e v o l u t i o n of s o c i e t y , and on thc

They 2.m

basis 01" t h i s dynzmic, tlic o- ïeral l function o f the -educs t ion sys tm, cz , I l d i l o s t a u t o m a t i c c l l y T o r a change i n c d u c a t i o n s t r u c t u r c s , co i l txn ts and n c t h o d s ,

It is , indced , imposs ib l e t o a v o i d t h c c o n c l u s i o n ttmt cducc-tici? m e t become llpcrmcLncntll, i , c . must c o n s t i t u t e cLn a c t i v i t r p n s u c d by men 2nd nomon during thc whole o f t h e i r l i Z c span froi:.i ch i ldhood onwards,

?hc s;xcizl f c z t u r c s of t h i s c d t k a t i o n w i l l a f te r a l l bi, detcrï i i i icd by the f o r c e of thir ,gs . Educut ion 2s 2 i-lholc n i l 1 f u l f i l tiic n o s t varied aims : i n i - b i d y o u t h e d u c a t i o n ; r c f r c shc r , re o r i c n - 2 , t i m m d r c - t r a i n i n g ; su;yìlcrnevtary cducatio:i of tl cul tu . ra1, c i v i c gr p x c - t i c a l np-turc

It n i l l ?x of a p r e d o m i n m t l y o y t i o n a l c h z r a c t c r f r o m t h o i n i t i a l eclv.cztion stage onwards, It will a i m a t i n c u l c a t i n g i n t e l l e c h i a l 01 t e c h n i c a l ne thoda 2:cther t h a n knowledge , f o r everythin;: -that comes u n d e r t he hecding or̂ i n f o r m a t i o n n i l 1 be dissemiii2'~ecl - ~ y mass c o m u n i c a t i c m m d i a and n o t by e d u c a t i o i i a l e s t a b l t s h e n k s , The phases of e d u c a t i o n w i l l n o t be l i n k e d 'GO a i,'iveii > e Y i . o G of s t u d y and it v d i l l no t be n e c e s s a r y t o l e a r n all t h e a u o j e c - l s o f a s y l l a h s s imul taneous ly . P rogres s i n each s u b j e c t n i l 1 be s o l e l y the r c s p o n s i b i l i t y of t h e p u p i l s o r s t u d e n t s , m c o r d i n g t o t h e i r i n t e l l e c t u a l o r work c a p a c i t i e s . S t u d i e s 7 . - i i l l c a l 1 f o ï . t h e c r i t i c a l spirit arid p e r s o n a l a c t i v i t y by par-kici;Jan-Ls working i n teams. Pui>i l s wiii.11 be t a u g h t hov t o l e a r n zii(! lion t o use mass commun5cs-bion media p r o f i t a b l y on behalf 02 individuals and of the community. Creativity i n work and l e i s m e si:rs;uits v i i l 1 he proino-hxl, S t u d i e s w i l l talco m n y forms; f u l l - t i m , even lng classes, c o w s e s , e d u c a t i o n by corresiiondcnce aiid by a u d i o - v i s u a l nedia , programmed i n s t r u c t i o n i n c l x d i a g the use o f computers.

F o r tire Liai? o f tomorrow w i l l PAVO t o Se able t o a d a p t h insc l f c o n t i n u a l l y t o changing s i t u a t i o n s . To s u r v i v e he w i l l havc t o be able t o a c t i ndependen t ly , r e s -ons ib ly and i n fellows hi^^, be p r e i m x d -Lo c i l i t i c i s e bu t a l s o t o subnit t o u n c o n d i t i o n c l d i s c i p l i n e &s soon as it i s imposed 'ay der;; iocraticully-controllcd authori-Lie s.

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CentTes f o r t h e d i s s e m i n a t i o n of knowledga and c u l t u r e " - i s many as a r e r e q u i r e d f o r the p o p u l a t i o n d e n s i t y - w i l l t a k e the ;??lac? of schools, youth and c u l t u r a l c e n t r e s , p u b l i c li'Drari2s (which ; v i l 1 be i n t e g r a t e d i n the c e n t r e s ) , icasewns. ,2harnScrs, t l i c a t r e s , c i n m a s and sound and t e l e v i s i o n b r o a d c a s t i n g cect ior ls . They will have t h e i y own p r i n z i n g shops and w i l l compi-ise "workshops" f o r t h e most v z r i e d cTeá t? ve e c t i v l t i e s : i n t r o d u c t i o n to research, the z r t s and dancing . They w i l l l3e sui-rounded by s p o r t s f a c l l i t i e s - Some 32' t h e s e c e n t r e s - while o f t n e same i-liature a s the oth*2rs - w i l ? - be the e q u i v a l e n t of our p r e s e n t u n i v e r s i t i e s , s i n c e they w i l l be r e s p o n s i b l e f o r orgar i i s ing s c i e n t i f i c r e s e a r c h and t z k l n g e d u c a t i o n up t-3 t h e h i g h e s t l e v e l ( I n c l u d i n g "pos t -g radua te" work) . Tney w i l l be Zoca1 p o t n t a for rcor.omic and c u l t u r a l developrcent and c s n t r e s of l e a d e r s h i p for b?oad a r e a s . It i s in t h e i r t e a c h i n g and Ketliodology i n s t i t u t e s +hat t h e c o n s t a n t renewal o f t h e permanent e d u c a t i o n system, conceived LS an i n t s g i a t e d system, ss i l l - be p r e p m z d .

c u l t u ~ e " , whether of u n i v e r s i t y l e v e l o r no t , major i r l d u s t r i a l concecns, p r o f e s s i o n a l o r g m i s a t i o n s , m a j o r û 3 m 2 L s t r a t i o n s and gemi-al i n t e r l r s t a s s o c i a t i o n s w i l l o r g a n i s e s p e c i a l e d u c c t l o n coi l rs?s i i i t h e c o n t e x t 2nd s p i r i t and acco rd ing t o the p l a n of pexnanent e d u c a t i o n .

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They w i l l have d e b a t i n g

! I Apart from t h e c e n t r e s f o r t h e d i s s e m i n a t i o n of knowlec?ge and

To b? s u r e , the r a d i c a l changes called f o r by t h e s e new concep t s w i l l e n t a i l a c o n s i d e r a b l e i n c r e a s e i n e d u c a t i o n expend i tu re . Lconomic growth w i l l e n a b l e it t o be met and w i l l , moreover, be has t ened s i n c e , by meeting t h e expend i tu re , it w i l l b e t t e p answey t h e q u a n t i t a t i v e and q u a l i t a t i v e aemands o f e d u c a t i o n needs i n the t e c h n i c a l s o c i e t y and t h e c i v i l i s a t i o n of leisure.

The s u c c e s s of t h i s v e n t u r e can only be conceived i n t h e l i g h t of a p o l i t i c a l l y i n t e g r a t e d Europe determined t o c o n t r o l i ts d e s t i n y . T h i s is a q u e s t i o n of s c a l e .

A t i t s o r i g i n , i n t h e n i n e t e e n t h c e n t u r y , t h e carnsaign for compulsory s c h o o l i n g seemed r e v o l u t i o n a r y and u t o p i a n ... Today ' s "permmerit educa t ion" campaign - w i t h a l l i t s i m p l i c a t i o n s may a l s o have " f u t u r i s t " a s p e c t s . Rut i n a d 6 i t i o n to being " f u t u r i s t " i t i s a l s o a " f u t u r e f e a s i b i l i t y " , and t h e preview may show u,? by what stzges, under what c o n d l t i o n s and a t what p r i c e i t may becolne r e il. L t y .