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PROSPECTS Quarterly Review of Comparative Education Editor: Juan Carlos Tedesco PROSPECTS quarterly review of comparative education Editor: Juan Carlos Tedesco This journal is available in the following languages: ARABIC ISSN: 0254-119-X CHINESE 8 f I II ISSN: 0254-8682 ENGLISH PROSPECTS quarterly review of comparative education ISSN: 0033-1538 FRENCH PERSPECTIVES revue trimestrielle d'éducation comparée ISSN: 0304-3045 RUSSIAN nepcneKTMBbi exteKBapTajibHbiM »ypHan opaBHHTenbHux KccneflOBamiM s oónacTH oöpaaoBaHMfl ISSN: 0207-8953 SPANISH PERSPECTIVAS revista trimestral de educación comparada ISSN: 0304-3053 The annual subscription rates for Prospects are printed on the order form at the end of this issue. Subscription requests for the different language editions can be: • either sent to the national distributor of UNESCO publications in your country (see list at the end of this issue); • or sent to Subscription Service, UNESCO Publishing, 1, rue Miollis, 75732 Paris Cedex 15, France (see order form). ícL)/^' ISSUE NUMBER NINETY-FIVE PROSPECTS quarterly review of comparative education Vol. XXV, no. 3, September 1995 Editorial Juan Carlos Tedesco 339 VIEWPOINTS/CONTROVERSIES Modernization and changing conceptions of youth and generations S.N. Eisenstadt 343 OPEN FILE: INTEGRATION AND SEGREGATION OF YOUNG PEOPLE IN A CHANGING WORLD: THE CONSEQUENCES FOR EDUCATION Introduction to the open file René Bendit and Wolfgang Gaiser 355 Trends in learning in the United States of America: a passing glance Dennie Briggs 373 Separate, unequal and diverse? On pluralism and integration in the German education system Ingo Richter 391 The social rejection of young people without qualifications Françoise Battagliola 407 Vocational and technical education: promoting change and influencing young people's ideas about employment in modern China Su Songxing 421 Will it be possible to integrate young people in a society undergoing transformation? Sergey Aleshenok, Vladimir Chuprov and Julia Zubok 439 'School reject or eject?' Contextualizing 'out-of-school youth' in the new South Africa David Everatt 451 Exclusion and integration in the Maghreb countries: the role of education Ahmed Chabchoub and El Mostafa Haddiya 469 Young people in the Argentine education system: their inclusion and exclusion Guillermina Tiramonti, Inés Dussel and Javier Hermo 481 TRENDS/CASES Monoculturalism in transition: the educational implications and opportunities of Finnish internationalization Glyn Hughes 497 Achievement targets and funding equity in the Zimbabwe secondary education system: the case of Harare Glyn Edwards and John Fisher 519 PROFILES OF FAMOUS EDUCATORS Malcolm Adiseshiah (1910-94) Eric Prabhakar 535 Prospects, vol. XXV, no. 2, June 1995 Authors are responsible for the choice and presentation of the facts contained in this publication and for the opinions expressed therein, which are not necessarily those of UNESCO :IBE and do not commit the Organization. The designations employed and the presentation of the material in Prospects do not imply the expression of any opinion whatsoever on the part of UNESCO:IBE concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Please address all editorial correspondence to: Juan Carlos Tedesco, Editor, Prospects, International Bureau of Education, P.O. Box 199,1211 Geneva 20, Switzerland. All correspondence concerning subscriptions should be addressed to: UNESCO Publishing, Promotion and Sales Division, 1, rue Miollis, 75732 Paris Cedex 15, France. (See order form at the end of this volume.) Published in 1995 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75700 Paris 07 SP, France. Composed by ITALIQ, Bourg-en-Bresse, France. Printed by S AD AG, Bellegarde, France. ISSN: 0033-1538 ©UNESCO:IBE1995 *?M EDITORIAL Youth and education are social aspects that are becoming more and more closely linked. The expansion of schooling—one of the most typical social phenomena of the present time and most widespread in its repercussions—has enabled us to enrol more children and young people in schools for longer periods of time. This enrol­ ment, however, does not have the same meaning today as it had in the past when education was only able to include a small number of children from the lower socio-economic levels. In this context, the empirical evidence available to us indi­ cates that the expansion of the school has been accompanied by a progressive loss of its socializing and integrating capacity. The traditional mechanisms by which the school set out to compensate for this decline were, amongst others, an increase in the number of years of study to achieve the same level of learning, a devaluation in certificates and diplomas in the job market and the internal division of educa­ tional supply. The rapid social, cultural and economic changes which modern society is experiencing have deteriorated these mechanisms. The present crisis no longer con­ sists uniquely in a decline in socially acceptable objectives. The problem, above all, means difficulty in identifying the objectives that we are attempting to reach. This new situation affects educational institutions directly since they are working on the basis of a clear idea of what should be transmitted to new generations. This edition of Prospects is devoted to analysing in what way, in different social, cultural and economic contexts, cultural changes, profound modifications in productive processes, mutations in the family and new patterns on the political scene have brought about significant alterations in the socializing and integrating role of education. Exclusion has become the most important social phenomenon in the present phase of historical development. This means that the socializing and integrating function of education has taken on a particular importance compared to the past. By simplifying the parameters of the problem, it is possible to support the idea that, if during previous stages of social development integration through socialization at school had a strong conservative basis, at the present time it has, on the contrary, a strong progressive content. When exclusion is the dominant Prospects, vol. XXV, no. 3, September 1995 340 Editorial phenomenon, promoting integration and processes intended to strengthen the opportunities of living together and of avoiding breakdowns in the social fabric represent not only an ethical requirement, but also one of the ways in which social development takes on a sustainable character. Introducing this global dimension into the analysis of educational policies and practices is a task that cannot be delayed. The collection of articles brought together in this issue of Prospects therefore covers a theoretical analysis of global significance carried out by S.N. Eisenstadt together with empirical studies drawn from very different social, political and economic contexts. The introduction by René Bendit and Wolfgang Gaiser, the guest editors for this issue of Prospects, explains clearly and precisely the general guidelines of the articles and the internal logic which resulted in their selection. We express our gratitude to them and to the Deutsches Jugendinstitut for such an important contribution. This issue also contains two articles, one dealing with the problem of the transition from monoculturalism to multiculturalism in Finland and the other with equality of education for young people in Zimbabwe, which illustrate trends and cases that, alongside their specific content, demonstrate a significance that goes beyond the purely national context in which they were undertaken. JUAN CARLOS TEDESCO Prospects, vol. XXV, no. 3, September 1995 VIEWPOINTS/CONTROVERSIES MODERNIZATION AND CHANGING CONCEPTIONS OF YOUTH AND GENERATIONS S.N. Eisenstadt Introduction Modernity has two closely related, but not identical, connotations. The first con­ notation is structural or organizational, fully epitomized in continually growing structural differentiation and in the concomitant tendency to confine structural and institutional change. The second connotation is that of a specific cultural pro­ gramme or programmes—which usually also entail a strong emphasis on change— epitomized in such meanings as progress or 'evolution'.1 The combination of these connotations of modernity has given rise in all modern societies not only to continuous structural change, but also to the potential for change in the cultural definition of different areas of life and social categories. The expression of this potential can be readily seen in the changes in the concep­ tions and intergenerational relations of youth as they have developed in the evolu­ tion of modern societies. Continuous institutional and structural changes have intensified the trend towards generational confrontations. At the same time, these developments, in conjunction with cultural shifts, could also generate new conceptions of youth and generation as cultural categories. In the following paper I shall analyze some of these developments. S.N. Eisenstadt (Israel) Rose Isaacs Professor Emeritus of Sociology at the Hebrew University of Jerusalem. A mem­ ber of the Israeli Academy of Sciences and Humanities, Foreign Honorary Fellow of the American Academy of Arts and Sciences, Foreign Member of the American Philosophical Society, Foreign Associate of the National Academy of Sciences, and Honorary Fellow of the London School of Economics. Honorary degrees from Helsinki and Harvard Universities and has been awarded many prestigious awards.
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