Abstract
Abstract English A framework is outlined within which to discuss recurrent education. This framework, which has both political and ‘technocratic’ dimensions, takes account of the characteristics of educational systems and the present social background. The possible functions and roles of recurrent education are considered, and the differences between two very different conceptions of post‐initial education highlighted. After a discussion of some aspects of the economics of recurrent education, there is a final brief survey of the prospects for recurrent education in the UK. The treatment of the subject aims at breadth rather than depth, at generalization rather than detailed case study.
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