By the early 1970s, the significance of these non-economic returns to higher education was recognised across the OECD, highlighting the futility of ‘manpower planning’. As the OECD put it, students had their own ideas of what to study. This student demand was a natural expression of contemporary ideas of democratisation, widening participation, and the emerging value structure of the new student generation, comprising goals such as ‘self-fulfillment’, ‘quality of life’ and ‘individual development’.”
Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson