TY  - JOUR
AB  - 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.
VL  - 8
IS  - 4
SN  - 1463-6689
DO  - 10.1108/14636680610682003
UR  - https://doi.org/10.1108/14636680610682003
AU  - Miller Riel
PY  - 2006
Y1  - 2006/01/01
TI  - Equity in a twenty‐first century learning intensive society: is schooling part of the solution?
T2  - Foresight
PB  - Emerald Group Publishing Limited
SP  - 13
EP  - 22
Y2  - 2024/04/18
ER  -