In public debates today, it is easy to agree that knowledge is one of the most important assets of a society and its population in a global economy. Belief in education as a tool for the advancement of life conditions and for economic prosperity has never been stronger than it is now. The knowledge economy seems to require an endless influx of well-educated people who can contribute to further development by using their skills to expand dynamic sectors of society. The official policies of most countries reflect these assumptions. This means so far, so good for formal education. But in the midst of this emphasis on knowledge and skill, educational systems are also suffering what seems to be a crisis caused by an increasing lack of confidence. Young people in many countries appear far less enthusiastic about what education has to offer than is reflected in official policies. They seem less committed than previous generations to accept the challenges of schooling as central to their own concerns and aspirations. The manner in which formal schooling is organized does not connect to the life experiences of young people, and many explore other contexts for investing their energy, as exemplified in this volume.

The traditional functions of schools – providing information, knowledge, and skills – are being challenged by other actors. Schools have lost their position as the dominant source of information.