Introduction
Underlying antithetic policy approaches to statement is the philosophic question, what is the function of education and whether education is a datency to an destruction or a means in itself. While from a tender elected point of envision, knowledge is a revalue in itself, from a New Rights perspective, education is a means to an end namely to prepargon exclusives for a competitive occupancy environment that emerges around innovative and creative ideas to increase profit.
This theme will discuss the changes which have taken place in education policy by examining the social pop view of education and the New Rights critique of the social democratic view. This writing argues, that these changes reflect a concern to align education much closely with the interest of business and the New rights mentality of individual responsibility and transformation to consumers of education. The paper will give that the New Rights view is fundamentally different to the social democratic view of society, which reflects in competing policy approaches to education. Discussing education policy hence will lead to a deeper understanding off the different theoretical positions that underpin debates about public policy.
Social democratic view of education
From a social democratic view, knowledge and education is seen as a useful asset in itself and every(prenominal) citizen should have universal and peer access to equal education. The social democratic ideal emerges around the question of how best to organize society and make it inclusive to everyone. In this respect, the crucial chore that education has to play in the engineering of society is to move out inequalities in society, which can start to emerge from an early age (due to e.g. class differences). From a social democratic view, knowledge and inequalities are socially created, which is why access to education should be equal and universal to combat these socially created inequalities and discriminations.
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