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By Ingemar Fagerlind

During this moment version the authors have thoroughly up-to-date and accelerated the unique quantity to supply a well timed and significant therapy of the connection among schooling and nationwide improvement. elevated discussions of literacy courses, at the position of the kingdom in academic and improvement making plans, and new fabric at the review of academic reforms and improvement innovations supplement the inclusion all through of the latest info and reports to be had. a brand new bankruptcy on girls, schooling and improvement directs consciousness to a size of improvement which till lately has been mostly overlooked. The authors argue that the significance of schooling for nationwide improvement innovations is as nice as ever because the global enters the ultimate decade of this century. even if, lowering fiscal assets for schooling in such a lot nations have necessitated extra educated but restricted offerings approximately coverage and approach which just a greater knowing of the advance procedures delivers

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There seems to be considerable room for debate about the nature of the interrelationships between schooling and society, from the very origins of schooling to the most recent reforms in many Western industrialized societies. In his discussion of the evolution of the French educational system from the Middle Ages, the sociologist Durkheim (1977), writing in the early 20th century, argued like Cohen and Kneller that changes in society always precede changes in the educational system. Durkheim emphasized that "Educational transformations are always the result and the symptom of the social transformations in terms of which they are to be explained" (p.

It would be simplistic, however, to assume that education was only a passive agent throughout the technological and social changes of the 18th and 19th centuries. Clearly the relationship was more complex, and as the complexity of industrial skills increased, the importance of schooling in producing an appropriately skilled workforce also increased. What is of most significance for our investigation, however, is that schools were not regarded as agents of change and development throughout this period.

In writing about the importance of literacy, Goody and Watt (1977) point out that not only was trade, commerce and the economic sector of society radically altered, but also the nature of human interaction was transformed. With the birth of writing, it was no longer necessary to depend on memory as a record of events, even though the practice of oral history was well developed. The use of written accounts and the ability to communicate by the written word greatly reduced the margin for error, making it possible for individuals to validate knowledge for themselves rather 40 Education and National Development than depend on the credibility and accuracy of the accounts of others.

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