ERIC Number: ED102250
Record Type: Non-Journal
Publication Date: 1974
Reference Count: N/A
Compensatory Education. Paedagogica Europaea; Review of Education in Europe, Volume 9, Number 2, 1974.
Hake, Barry, Ed.
This volume focuses on a single theme of central importance in contemporary European education: compensatory education. The document begins with an introduction by Barry J. Hake. There follows a deliberately polemical analysis of the relationships between social and educational ideologies by Gras. Zimmer takes up the conceptual distinction between strategies of compensation and emancipation in his discussion of curriculum development. Five papers follow which examine some policy implications of the development of recurrent education. Special attention is paid to the provision of "second chance" opportunities for adults and the reform of post-compulsory education. The focus of attention changes in the last two articles. The problems of evaluating innovative programmes are examined by Punch. He points out the resistance of some innovators to scientific evaluation of their activities. Finally, Finlayson reports on an empirical study of teachers' goal conceptions and the relationship of their schools to the outside social environment. This paper suggests some interesting problems of the relationship between post-compulsory education and work. Articles 2 and 7 are in French. Summaries of each article are provided in English. (Author/JM)
Descriptors: Adult Education, Compensatory Education, Disadvantaged Youth, Educational Opportunities, Educational Planning, Educational Research, Higher Education, Literature Reviews, Nontraditional Education, Postsecondary Education, Secondary Education, Teacher Attitudes
Georg Westermann, Braunschweig, W. Germany ($14.50)
Publication Type: Books
Education Level: N/A
Sponsor: European Cultural Foundation, Amsterdam (Netherlands).; Council for Cultural Cooperation, Strasbourg (France).
Authoring Institution: N/A
Identifiers - Location: France; United Kingdom (England); West Germany