The "knowledge question" - what knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why it is selected - is the focus of this book. Looking forward to the next decade, the author discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite stayed on in a post-compulsory education. He argues the need to rethink post-16 education in an attempt to shift focus from the curriculum and qualifications to vocational education, school work issues and lifelong learning.
