States, Institutions, and Literacy Rates in Early-Modern Western Europe

Autor/in	Eskelson, Tyrel C.
Titel	States, Institutions, and Literacy Rates in Early-Modern Western Europe
Quelle	In: Journal of Education and Learning, 10 (2021) 2, S.109-123 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Educational Change; Educational History; Educational Development; Trend Analysis; Literacy; Social Change; Industrialization; Social Systems; Ownership; Incentives; Numeracy; Middle Class; Labor; Foreign Countries; Literacy Education; Educational Attainment; Netherlands; United Kingdom (England); Europe; Spain; France + Suchen Sie Ihr Suchwort? Bildungsreform; History of education; Bildungsgeschichte; Bildungsentwicklung; Trendanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Sozialer Wandel; Industrialisation; Industrialisierung; Social system; Soziales System; Eigentum; Anreiz; Rechenkompetenz; Mittelschicht; Ausland; Bildungsabschluss; Bildungsgut; Niederlande; Europa; Spanien; Frankreich
Abstract	The purpose of the paper is to develop the theory that structural or procedural changes in institutions precede changes in education in a society. It examines the development of pre-modern institutions in Western Europe in the 16th and 17th centuries and the influences this had on growth in literacy rates within these states. Literacy rates in Western European countries during the Middle Ages were below twenty percent of the population. For most countries, literacy rates did not experience significant increases until the Enlightenment and industrialization. Two early exceptions to this broad trend were the Netherlands and England, which had achieved literacy rates above fifty percent of their populations by the mid-seventeenth century. The explanations for these divergent trends are the structural changes in formal institutions that embodied capital markets, protected private property, and overall established the initial steps in developing modern political institutions. This created incentives to invest more in schools per capita as well as incentives for a middle class to invest more in literacy and numeracy skills for a market-exchange economy that was becoming more specialized in division of labor. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01