Access to Education: New Possibilities by Alfred Sauvy (auth.)

By Alfred Sauvy (auth.)

It is tough for us at the present time to visualize that equivalent academic chance, with which we're so deeply preoccupied, used to be at one time thought of to be if now not an evil not less than a futile aim, and that those that held such an opinion have been thoroughly insincere or even disinterested. For a vertically stratified society equality of schooling needed to be hostile be­ reason it can disturb an equilibrium as important as that of a development. within the center a long time purely the Church was once in a position to search for new participants on the backside of the social ladder, given that ecclesiastical place of work used to be no longer inherited via beginning. yet efforts during this path have been unavoidably very restricted, whether in simple terms a result of fabric stumbling blocks to such an goal. Equality of schooling, in addition to the other kind of equality couldn't also be imagined via the aristocracy whose very lifestyles might were threatened. Its preliminary indifference was once by way of lively competition. whilst it turned attainable to formulate the query of the diffusion of schooling, within the seventeenth and 18th centuries, the main itself met with a primary objection. The ruling type, idle by way of its very nature, feared that the employees and particularly these at the land might abandon their efficient labours, now felt to be degrading, and swell the ranks of the parasites within the cities.

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But what seems to have happened in the socialist experiment is that these two factors in cultural inequality, family background and school influence, reinforce one another instead of balancing each other out. 9 Source: J. M. Ivlusatov i "K voprosu 0 vosproizvodstve rabocei sily", in: Izveslja sibirskogo otdeleny akademii nauk no. 9 December 1965 p. 58. 1. Csaladi, "Family background, choice of career, further education", in Valosag, 1967, no. 8. The determinant factor in educational opportunity, writes Markus, is family cultural level and its influence depends on the standards and value The Socialist Countries (1945-1970) absorbed in the home.

58. 1. Csaladi, "Family background, choice of career, further education", in Valosag, 1967, no. 8. The determinant factor in educational opportunity, writes Markus, is family cultural level and its influence depends on the standards and value The Socialist Countries (1945-1970) absorbed in the home. This is why a properly organized school should primarily act to counterbalance this effect of family conditions. But it is well known that schools are not capable of properly fulfilling this function and that children who start off with a serious cultural handicap can only catch up with great difficulty, particularly if in their daily life they are continually subjected to the same unfavourable conditions (...

Rutkovic, op. , p. 113). In Poland, for example, students of working class and peasant origin constitute 75% of the total number of those who continue their studies in this way (cf. Polityka no. 36, 1968). In the case of Poland again, over the past 25 years out of 4 million secondary school certificates and 500000 university degrees or equivalent, approximately I million have been obtained by students attending evening classes or studying by correspondence. For the years 1965-1968 alone, one third of the secondary school certificates and one quarter of university degrees or equivalent were obtained by evening class or correspondence course students.

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