ABSTRACT
"Higher standards in school education will also reinforce those Government policies outside education which are designed to strengthen the economic and social fabric of our society. More rapid technological change in an increasingly competitive world places a premium on enterprise, personal versatility, and national cohesion". White et al examines current curriculum developments and attempts to integrate these into a model of learning for those aged between 14 and 18. What they describe is a "different model of learning and a different way of organising learning which enables teachers to treat pupils more as individuals. Having an efficient "production system" is at the expense of many of the "progressive" ideas associated with educational development in the 1950s and 1960s. In discussing guidance, counselling or personal and social education, ultimately the issue of freedom arises. These activities are concerned with allowing pupils to explore their "objective" selves within an educational system that lays a heavy emphasis on the "intellectual-cognitive".
