Public education has received increasing criticism since the beginning of the nineties. Four major areas of concern can be discerned: the technical backwardness of the schools, the disappearance of political legitimization, financial limitations and the conservative school development. Worldwide, educational systems are being reorganized and developed beyond the traditional forms. These efforts are accompanied by increasingly complicated and complex research which assumes an international form. The international symposium Futures of Education, which took place in Zurich from 28th to 30th March 2000, was dedicated to these questions. The lectures held at the symposium were concerned with the relationship between research and development and above all, encouraged discussion and brought new ideas into play.
Public education has received increasing criticism since the beginning of the nineties. Four major areas of concern can be discerned: the technical backwardness of the schools, the disappearance of political legitimization, financial limitations and the conservative school development. Worldwide, educational systems are being reorganized and developed beyond the traditional forms. These efforts are accompanied by increasingly complicated and complex research which assumes an international form. The international symposium Futures of Education, which took place in Zurich from 28th to 30th March 2000, was dedicated to these questions. The lectures held at the symposium were concerned with the relationship between research and development and above all, encouraged discussion and brought new ideas into play.
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