The second is that technological change is an ongoing process that will impact human development. These two principles support most policy work in education and labour market economics today. These principles supported the massive expansion of the educational system in the 1960s and 1970s, as well, although human capital and technologies are now viewed somewhat differently in light of the demise of the Cold War and the emerging importance of global competition. If this logic is accepted, education can form a part of a larger strategy of social and economic renewal, and, for example, be tied to provincial strategies to develop a high technology post- industrial base. This paper lends itself to such a strategy of economic renewal, while, at the same time, addressing the needs of those who have been and continue to be socially and economically dislocated because of changing economic and social conditions.
Broad indicators suggest economic prosperity is closely tied to overall levels of education.
Assuming there is a direct relationship between the relevance and levels of education and economic and social development, it is still only one of many variables that determine the development of a society and an economy. Yet it is one of the most important variables, especially in the new economy dedicated to the mass production of value through the development and manipulation of information, as well as through the production of material goods. These considerations will be evident throughout, especially in the recommendations. Previous work directed toward revising technology education in British Columbia's schools addressed similar concerns regarding inclusion and the value of learning not tied solely to labour market imperatives. The philosophy embedded in that statement does not differ from the philosophical approach outlined above.