2.  All necessary knowledge is learned when it is needed  A small number of people needed to acquire specific skills  Those were learned by way of apprenticing  There was no need for formal education

3.  As society became more complex more positions required unique skills  As a result, there were more people apprenticing  We started to see what is now known as “trade schools”  With the expansion of our bureaucratized states, more people were needed to spend their days engaged in jobs that required literacy  And so more and more people were asked/required to attend school  For example, book keepers, lawyers, traders  There was more of a need for formal education

4.  Our need for specialized occupations has lagged behind the number of people who are prepared to earn degrees  Many jobs that “require” college degrees (and advanced degrees) could actually be completed by “less educated people”  School (and degrees) act as a way to separate, sort, and divide the population  This allows for a more rational method of funneling people into careers and jobs

5.  Primary function of schools and universities today? 1. Socialize people and help bring them into maturity 2. Prepare some people for careers that require specialized knowledge 3. Create a literate population (which somewhat happens) 4. Rationalize the sorting process

6. Based on a national survey of over 1,800 institutions of higher education Conducted by the UCLA Higher Education Research Institute, 2003 1972 2002

7. Based on a national survey of over 1,800 institutions of higher education Conducted by the UCLA Higher Education Research Institute, 2003 1972 2002

8. Based on a national survey of over 1,800 institutions of higher education Conducted by the UCLA Higher Education Research Institute, 2003 1972 2002

9. Based on a national survey of over 1,800 institutions of higher education Conducted by the UCLA Higher Education Research Institute, 2003 1972 2002

10. Based on a national survey of over 1,800 institutions of higher education Conducted by the UCLA Higher Education Research Institute, 2003 1972 2002