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Management Science and Recurrent Education

It is pointed out that although many models to aid decision-taking in education of a strategic nature have been put forward in the literature, there has been little response from educational administrators. In order to pinpoint the reasons for this, a revolutionary concept, recurrent education, is examined in detail. The beginnings of a mathematical programming model applicable to this concept are presented. It appears from this exercise that the problems of planning education are connected with setting objectives, defining input-output relationships, which are essentially uncertain in nature. and measuring achievements on often long-time scales.