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The long-term consequences of such processes is, amongst other things, to lend encouragement to a philosophy of qualificationism in which a person's capacity to perform a job or to gain access to a job is measured by paper qualifications, irrespective of whether such qualifications are strictly necessary in a technical sense. Ronald Dore has recently described (1976: 5) this phenomenon as the 'qualification-escalation ratchet' and in so doing pointed to the paradox that: 'the worse the educated unemployment situation gets and the more useless educational certificates become, the stronger grows the pressure for an expansion of educational facilities'.
3. The anarchy of the market mechanisms of capital formation have given way to planning in which the state plays a crucial role. Such views do not go unchallenged (see Miliband, 1973; Westergaard and Resler, 1975). Modern capitalist society can still be portrayed, irrespective of its different appearances in different societies, as driven by the logic of the need for profits, necessarily inegalitarian and essentially exploitative. There is no room in a book about education to engage in all of these debates.
Concepts like 'less-developed country' or 'underdeveloped society' only hint at the complex interdependence of poverty, low income, low productivity, high mortality rates, urban squalor, economic dependence, political corruption and illiteracy wh ich to different degrees typify the life experience of nearly two-thirds of the world's population (see Myrdal, 1968; Dalton, 1974). 5. The dia gram is not intended to be empirical; it is intended to highlight three broad sets of constraints which, in societies of this type prevent particular models 0/ development being realised.
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