Scenarios for Education in the Twenty-First Century: Synthesis of an Unfinished Dialogue and Questions for Further Progress

Titel	Scenarios for Education in the Twenty-First Century: Synthesis of an Unfinished Dialogue and Questions for Further Progress
Quelle	In: Prospects: Quarterly Review of Comparative Education, 34 (2004) 2, S.179-195 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1023/B:PROS.0000037138.64839.13
Schlagwörter	Foreign Countries; International Organizations; International Education; Debate; Agenda Setting; Position Papers; Educational Theories; Hypothesis Testing; Educational Planning; Futures (of Society); Educational Objectives; Strategic Planning + Suchen Sie Ihr Suchwort? Ausland; International organisation; International organisations; International organization; Internationale Organisation; Internationale Erziehung; Debating; Streitgespräch; Positionspapier; Educational theory; Theory of education; Bildungstheorie; Hypothesenprüfung; Hypothesentest; Bildungsplanung; Future; Society; Zukunft; Educational objective; Bildungsziel; Erziehungsziel; Strategy; Planning; Strategie; Planung
Abstract	This article presents a synthesis of an unfinished dialogue on Organisation for Economic Co-operation and Development's (OECD) scenarios for education in the twenty-first century and on the position of education that these scenarios question. The first part of this article brings together some of the core considerations put forward by the members of the Council of the International Bureau of Education in the debate held on the desirability and possibility of realizing the OECD's educational scenarios for the twenty-first century. The main purpose of the debate was to discuss whether such scenarios are useful tools for reflecting on the future of education, not only for the member countries of OECD, but for everyone. The second part of this article accepts the explicit challenge posed at the end of the dialogue and puts forward alternative hypotheses for constructing typical scenarios for education in the twenty-first century, bearing in mind not only the short term, but also the medium and long terms. These hypotheses are ranked according to a possible order of desirability in relation to the purposes of education stressed by the members of the IBE Council. In the third and last part, some key questions are asked and it is suggested that the dialogue be continued by addressing another topic: globalization, education, and the media. (Contains 26 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10