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- catalog abstract "A revolution in education and literacy has taken place throughout the Third World within a generation. The vast majority of parents in developing nations are illiterate, while the majority of children, by the time they reach their teens, have enough formal education to assure more or less permanent literacy. To be sure, the quality of this education, the duration of the schooling experience and the equality of educational opportunity for males and females, rich and poor, urban, town and rural dwellers varies considerably from country to country. However, the fact remains that for the first time in history, formal education has become available to the majority of mankind. The consequences of this new state of affairs must surely be significant. For example, children have the means quickly to acquire more knowledge than their parents possess, which might call into question traditional relationships of respect and honor accorded to older people, based on their greater life experience and knowledge of the ways of the world. Or, as new jobs or occupational roles become available in societies, the superior education of the young might give them competitive advantage over their elders in access to new jobs, higher pay, or other means to enhance the quality of life of their families. Are these changes taking place? To date there have been very few attempts to answer this question, which makes James Allman's study of the impact of formal schooling on Tunisian youth of interest to educators and planners throughout the developing world. -- From JSTOR http://www.jstor.org/stable/218264 (May 2, 2013).".
- catalog contributor b1492201.
- catalog created "1979.".
- catalog date "1979".
- catalog date "1979.".
- catalog dateCopyrighted "1979.".
- catalog description "A revolution in education and literacy has taken place throughout the Third World within a generation. The vast majority of parents in developing nations are illiterate, while the majority of children, by the time they reach their teens, have enough formal education to assure more or less permanent literacy. To be sure, the quality of this education, the duration of the schooling experience and the equality of educational opportunity for males and females, rich and poor, urban, town and rural dwellers varies considerably from country to country. However, the fact remains that for the first time in history, formal education has become available to the majority of mankind. The consequences of this new state of affairs must surely be significant. For example, children have the means quickly to acquire more knowledge than their parents possess, which might call into question traditional relationships of respect and honor accorded to older people, based on their greater life experience and knowledge of the ways of the world. Or, as new jobs or occupational roles become available in societies, the superior education of the young might give them competitive advantage over their elders in access to new jobs, higher pay, or other means to enhance the quality of life of their families. Are these changes taking place? To date there have been very few attempts to answer this question, which makes James Allman's study of the impact of formal schooling on Tunisian youth of interest to educators and planners throughout the developing world. -- From JSTOR http://www.jstor.org/stable/218264 (May 2, 2013).".
- catalog description "Bibliography: p. [161]-169.".
- catalog description "Introduction ---- Part I. historical perspectives on social mobility, education and development in Tunisia. 1. Social mobility in Tunisia: an historical overview --- 2. Social mobility and development in independent Tunisia --- 3. Education in independent Tunisia ---- Part II. Social mobility, education and development in three Tunisian communities. 4. The three communities: socio-economic and educational background --- 5. School attainment and leaving --- 6. School leavers: their social and economic functions --- 7. Mass education and social mobility: a path model --- 8. Social mobility, education and development: some comparative perspectives.".
- catalog extent "x, 172 p. :".
- catalog hasFormat "Social mobility, education and development in Tunisia.".
- catalog identifier "9004058753 (pbk.) :".
- catalog isFormatOf "Social mobility, education and development in Tunisia.".
- catalog isPartOf "Social, economic, and political studies of the Middle East ; v. 28".
- catalog issued "1979".
- catalog issued "1979.".
- catalog language "eng".
- catalog publisher "Leiden : Brill,".
- catalog relation "Social mobility, education and development in Tunisia.".
- catalog spatial "Tunisia.".
- catalog subject "Education Tunisia.".
- catalog subject "HN784.Z9 S65".
- catalog subject "LA1816 .A44 1979".
- catalog subject "Occupations Tunisia.".
- catalog subject "Social mobility Tunisia.".
- catalog tableOfContents "Introduction ---- Part I. historical perspectives on social mobility, education and development in Tunisia. 1. Social mobility in Tunisia: an historical overview --- 2. Social mobility and development in independent Tunisia --- 3. Education in independent Tunisia ---- Part II. Social mobility, education and development in three Tunisian communities. 4. The three communities: socio-economic and educational background --- 5. School attainment and leaving --- 6. School leavers: their social and economic functions --- 7. Mass education and social mobility: a path model --- 8. Social mobility, education and development: some comparative perspectives.".
- catalog title "Social mobility, education and development in Tunisia / by James Allman.".
- catalog type "text".