Directions: Read the following passages that are followed by some questions respectively. For each question there are four answers marked A, B, C and D. Choose the best: answer to each of the questions after reading the corresponding passage.
Passage 2
As we enter the era of the knowledge society, a recent survey of 12 OECD countries provides a sobering thought: at least a quarter of the adult population fails to reach the minimum literacy levels needed to cope adequately with the demands of everyday life and work, let alone structural economic and social change. Sobering indeed and it is a finding which poses a formidable challenge to education, social, labor market and economic policies. In January l996 the OECD education ministers agreed to develop strategies for lifelong learning for all. The approach has been endorsed by ministers of labor, ministers of social affairs and the OECD Council at ministerial level. It is an approach whose importance may now be clearer than ever.
The economic rationale for lifelong learning comes from two principal sources. First, with the rise of the knowledge-based economy, the threshold of skills demanded by employers is being constantly raised. Certainly in respect of skills, the migration from the farm to the factory was easily accomplished, compared with what is required for the transition to the knowledge economy. Obviously the rise in unemployment in many OECD countries since the mid-1970s and widening income gaps in others are a product, of this knowledge and skill gap. Individuals, with low skills have been and will continue to be penalized. Second, technological developments demand a continuous renewal and updating of skills, as career jobs with a single employer become, rarer and as job descriptions evolve and diversify rapidly under shifting market conditions.
There are irresistible social arguments in favor of promoting education beyond traditional schooling and throughout adult life. The distribution of learning opportunities is already quite uneven and the polarization between the knowledge ' haves' and ' have nots' poses a new and pressing—political—challenge. Apart from unemployment and widening earning gaps there are other problems too; those in small and medium size firms find it harder to gain access to learning than employees of larger firms and in general women have poorer access than men. These discrepancies gnaw at the very fabric of democracy. Lifelong learning strategies can play an important role in breaking the cycle of disadvantage and marginalization and so reinforce social cohesion. And lifelong learning can instill creativity, initiative and responsiveness in the individual, and therefore deliver better Personal economic security.