ABSTRACT
Sweden provides the most striking example of the transformation which occurs once the concept of education as a science-based industrial enterprise has been grasped and given official approval. At the moment one out of five persons in the population is said to be engaged in full-time educational work, either in the formal sense as teachers, students and administrators, or less formally as agents in the information-processing business. This compares favourably with the situation in the USA, where in 1964 it was estimated that 29 per cent of the population were so engaged. Yet as recently as 10 years ago the number of people pursuing full-time educational research in Sweden was pitifully small – scarcely more than a dozen! – and the funds available for this purpose amounted to less than one-tenth of 1 per cent of the running costs of the educational system.
