ABSTRACT
There are two central strands in the development of the conclusion to this book. The first concerns progressive economic globalisation and the problem of economic, social and political destabilisation confronting Britain, Europe and the Western world. It is to do with the types of demand that the twenty-first century will impose upon post-16 education. The second is to do with learning careers and the need to reconceptualise knowledge, learning and teaching in post-16 education in terms which are grounded more securely in students’ experiences than in policy makers’ assumptions about students’ experiences of learning. These two strands of argument provide the basis for the examination, in the final chapter, of the knowledge, aims and organising principles of a curriculum for the future.
