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• W173821438 abstract "The macrosocial, as opposed to the microsocial or economic, benefits of education are often neglected by researchers and policy-makers. An emphasis on individual actors and communities as the foundations of macrostructures has limited potential when understanding societal properties. Macrosocial concepts such as social cohesion and societal values have received much attention in sociological theory as it relates to education and this paper is part of what we identify as a wider rediscovery of such concepts in educational research and policy. The macrosocial is conceptually different from the microsocial in terms not only of level, but also in terms of its emphasis on the relational properties of social functioning. These conceptual differences are highlighted through discussion of various macrosocial indicators - crime, social cohesion, societal values and citizen participation. Beginning with an analysis of crime, we discuss why developmental and economic perspectives on criminal behaviour offer a limited understanding of crime, particularly in a comparative context. However, the structural antecedents of crime (particularly inequality and labour market position) are shown to be powerful explanatory tools. Next we move to consider social cohesion, trust and values. Classical sociological accounts clearly construe cohesion as a macrosocial issue but current policy debates rarely refer to classical conceptions and freely conflate societal aspects of cohesion with micro and meso concepts of social capital and community. Through a discussion of these themes we ascertain that national and historical differences in these properties cannot be explained as aggregated microphenomena. Moreover, the educational system, including vocational education and training (VET), has a pivotal (yet sometimes contradictory) role to play in the construction of social cohesion. It is not as clear that active citizenship and the antecedents of civic and political participation are macro phenomena in the same way as social cohesion. There are clear mechanisms involving resources and status which link VET to all aspects of participation. However, there are also cultural differences in the nature of participation and the relationships between participation and general trust. There is, therefore, a need for micro relationships between education and citizenship outcomes to be understood in terms of local and national context as part of a more general macro-micro synthesis. From this review of literature we discuss the ways in which we may evaluate the relationship between VET and macrosocial outcomes. Although an evaluation in a summative and final sense would be ill-conceived in terms of societal outcomes, a hybrid of formative evaluation and macro causal forms of comparison is potentially fruitful. We employ a macro causal and evaluative form of comparison through the use of both macrosocial and microsocial data. These enable us to test hypotheses related to distributional considerations and the primacy of cultural over individual factors. Although the results are exploratory, there is some evidence that distribution considerations are important factors in producing social cohesion. We conclude by restating the case for comparative approaches to these issues. Both distribution considerations and the values transmitted through education are important in realising macrosocial benefits, in particular social cohesion. In terms of implementation, although there are cultural limits on the extent that ‘policy borrowing’ is appropriate, there are clear lessons for policy-makers; improving the distributional equality of educational outcomes is as important as raising average skill levels." @default.
• W173821438 created "2016-06-24" @default.
• W173821438 creator A5000005180 @default.
• W173821438 creator A5032058085 @default.
• W173821438 creator A5073120107 @default.
• W173821438 date "2004-01-01" @default.
• W173821438 modified "2023-09-28" @default.
• W173821438 title "Non-material benefits of education, training and skills at a macro level" @default.
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