Equity in a twenty‐first century learning intensive society: is schooling part of the solution?

Abstract

Purpose

The purpose of this article is to explore the relationship between equity and schooling in a post‐industrial society using a scenario of the learning intensive society.

Design/methodology/approach

The method used here, but not elaborated as such, is based on a “hybrid strategic scenario method” that is a technique for building “futures literacy”.

Findings

Industrial era schooling may be incompatible with post‐industrial heterarchical equity.

Practical implications

By questioning the role of schools in developing the capacities necessary for post‐industrial society this article calls for an examination of emergent alternatives.

Originality/value

Both the method and conclusions are distinctive and may be valuable for strategic conversations aimed at questioning the assumptions that shape the decisions made today.

Citation

Miller, R. (2006), "Equity in a twenty‐first century learning intensive society: is schooling part of the solution?", Foresight, Vol. 8 No. 4, pp. 13-22. https://doi.org/10.1108/14636680610682003