Political actors within the modern state--in both the West and
the Third World--argue that more schooling can provide remedies for
a variety of economic and social ills. But what is the state's
actual efficacy in sparking demands for, and constructing effective
forms of, mass schooling? Is the state really an effective agent
relative to educational demands originating from other
institutions: competing economic interests, the family, and the
school institution itself? Under what institutional conditions does
school expansion spur economic growth and change?
Since the 1960s, institutional and economic theorists have
advanced responses to these important issues from three theoretical
perspectives: functionalist human capital, class conflict, and
world institution frameworks. This volume reviews historical work
on these critical issues, conducted over the past two decades in
the United States, Europe, and the Third World. Review chapters are
complemented by reports of new findings--authored by a novel array
of international economists, sociologists, and political analysts
pulled together for this unusual initiative. Following a review
chapter on the state's role in boosting mass schooling and economic
change, Part 1 focuses on the historical origins of literacy and
schooling. Part 2 reports original work on national economic
effects of school expansion, drawing on experiences from both
industrialized and developing economies. Part 3 turns to the issue
of how central states attempt to craft the supply of, and
manipulate popular demand for, schooling. Practical implications
are discussed throughout. Top researchers have gathered an
abundance of evidence, providing a rich reference volume for
scholars and social policy makers alike.
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