All necessary knowledge is learned when it is needed A small number of people needed to acquire specific skills Those were learned by way of apprenticing.
Dec 27, 2015
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All necessary knowledge is learned when it is needed
A small number of people needed to acquire specific skills Those were learned by way of apprenticing
There was no need for formal education
As society became more complex more positions required unique skills As a result, there were more people apprenticing We started to see what is now known as “trade schools”
With the expansion of our bureaucratized states, more people were needed to spend their days engaged in jobs that required literacy And so more and more people were asked/required to
attend school For example, book keepers, lawyers, traders
There was more of a need for formal education
Our need for specialized occupations has lagged behind the number of people who are prepared to earn degrees
Many jobs that “require” college degrees (and advanced degrees) could actually be completed by “less educated people”
School (and degrees) act as a way to separate, sort, and divide the population This allows for a more rational method of
funneling people into careers and jobs
Primary function of schools and universities today?
1. Socialize people and help bring them into maturity
2. Prepare some people for careers that require specialized knowledge
3. Create a literate population (which somewhat happens)
4. Rationalize the sorting process
0%
20%
40%
60%
80%
Based on a national survey of over 1,800 institutions of higher educationConducted by the UCLA Higher Education Research Institute, 2003
1972
2002
0%
20%
40%
60%
80%
Based on a national survey of over 1,800 institutions of higher educationConducted by the UCLA Higher Education Research Institute, 2003
1972
2002
0%
20%
40%
60%
80%
Based on a national survey of over 1,800 institutions of higher educationConducted by the UCLA Higher Education Research Institute, 2003
1972
2002
0%
20%
40%
60%
80%
Based on a national survey of over 1,800 institutions of higher educationConducted by the UCLA Higher Education Research Institute, 2003
1972
2002
0%
20%
40%
60%
80%
Based on a national survey of over 1,800 institutions of higher educationConducted by the UCLA Higher Education Research Institute, 2003
1972
2002
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