CROSS-GENERATIONAL PERSPECTIVES ON EDUCATIONAL ISSUES - CURRICULUM IMPLICATIONS

Since schooling and literacy are integral to culture and society, it i s important to understand peoples' perceptions of conditions affecting literacy development and how conditions of schooling change across ti me. The focus of the research on which this article is based was exami ning such perceptions of people representing different generational an d literacy levels. There was greater variation in response from a gene rational dimension than from a literacy dimension. The study points up the importance of identifying the many stakeholders in education and in making provision for them to influence school policy and curriculum decisions.