Two of the running themes in initial education and training system are the inadequacies of the traditional version of a liberal education and the dominating ways of the many state. Richard Pring goes beyond this to argue that the gravest challenge to liberal education is the subversion of the institutional arrangements though which standards used to be defined as part of a public and open conversation about values. He critiques the vocationalization of the curriculum in all the universities, schools and colleges – educational institutions where students enroll each year. Also this man shows the ways in which we can avoid damaging dualisms between practice and theory and between the useful and intrinsically worthwhile. The critique of contemporary arrangements for the control of what young people learn and how it is assessed is devastating and almost invariably well-balanced and informed. But in the book of this author is shown the nontechnical philosophical scrutiny of traditional liberal education and evaluation of the changing relation between the world of work and of the proper role of vocational training and a revised version of liberal education. According to different opinions, uses of education vary and can be more or less.

Benefits of education

Pring identifies the real merits of the national curriculum as well as its serious failings while sorting the wheat from the chaff of recent developments. To throw light of the evolution of the curriculum he uses sociology. However, he argues that there are strict limits on talking about reality being socially constructed. How bizarre is the notion of organizing all learning around the concept of competence when so many cognitive achievements and mental qualities such as creativity and imagination – this is what is shown on the book. ring puts at the centre of any education the exploration of what is worth valuing and therefore the nature of the good life, questions far beyond the ken of vocational training. He focuses attention on the primary directive of education: what it is to be human and what needs to be done to learn to be so Instead of perpetuating the false dichotomy between intellectual excellence and economic usefulness. Within this more generous and useful liberal education, inevitably, learning will not be limited to the acquisition of measurable behaviors, educators turned into technicians and understanding and knowledge reduced to implied components of competences. The same activity can be both educational and useful training, although the concepts of education and training are different. It is often a precondition of skill training, but the author points out that skills training is not in opposition to understanding. It is the author's achievement that he spells out so convincingly what this really means. Because the author writes without footnotes in a direct and often elegant style which will be as accessible to employers, parents and politicians - the gainers from the new balance of power - as it will be to the losers, professional educators, The usefulness of this book is doubled.