ABSTRACT
The formalization and expansion of education have been characterized, most notably but not solely, as the spread of "mass" schooling. However, the significance of formalizing access to education may derive less from enrolments than from what expansion foretells about the future aspirations and conduct of the groups that individuals represent. This chapter addresses the educational revolution evidence and implications critically, not with an aim to discredit empirical findings or to dispute the many and real implications that can accrue to individuals who seek increased education. It discusses post-war organizational and conceptual events that were necessary preludes to the "discovery" of the educational revolution and considers the merits and shortcomings of the education revolution. Organizationally, the central event to the education revolution was the formation of the United Nations in 1956 and its role as a principle actor at the global level. The chapter shows the consistency in the mean and standard deviation for vocational enrolments from 1963 to 2011.
