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<html> <head> <title>FAFO Report 151</title> <map name = pager> <area shape = rect coords = "0,0,464,20" href="index.html"> <area shape = rect coords = "464,0,482,20" href="5_6.html"> <area shape = rect coords = "482,0,496,20" href="index.html"> <area shape = rect coords = "494,0,514,20" href="5_8.html"> </map> </head> <body bgcolor="#ffffff"> <center> <table width = 528 cols = 1 border = 0 cellpadding = 5> <tr valign = top> <td> <a href="../../../../../../../_._.html"><img src="http://almashriq.hiof.no/sys/almashriq-fafo-page.gif" border = 0 usemap="#pager"></a> </td> </tr> <tr valign = top width=528> <td> <H2>Education and the Perception of Conflict</H2> Education also seems to affect perceptions concerning the degree of conflict in society. The survey posed a range of questions concerning perception of conflict between various sectors of society (tables 5.15, 5.16); between the young and old, management and workers, the rural and urban population, men and women, etc. In all cases the pattern was similar although degree of intensity varied. Those with the highest levels of education were in least doubt about the existence of conflict and were most prone to describe the degree of conflict as very strong. The increased propensity, associated with increased education, to view these various relations as conflictive, suggests that education functions in the occupied territories, as elsewhere, to question and challenge established hierarchies and conventions and to provide a critical attitude to one's own society. <p> <i>Table 5.15 Perceived degree of conflict between management and workers by education of respondent</i><br> <table border=1 cellspacing=0 cellpadding=5> <tr align=center><td align=left></td><td>Very strong</td><td>Strong</td><td>Not strong</td><td>No</td><td>Connot choose</td></tr> <tr align=center><td align=left>0</td><td>6</td><td>31</td><td>24</td><td>10</td><td>30</td></tr> <tr align=center><td align=left>1-6</td><td>13</td><td>35</td><td>26</td><td>14</td><td>13</td></tr> <tr align=center><td align=left>7-9</td><td>14</td><td>35</td><td>28</td><td>14</td><td>9</td></tr> <tr align=center><td align=left>10-12</td><td>17</td><td>37</td><td>25</td><td>13</td><td>9</td></tr> <tr align=center><td align=left>13 or more</td><td>26</td><td>39</td><td>21</td><td>9</td><td>5</td></tr> <tr align=center><td align=left>Total</td><td>15</td><td>36</td><td>25</td><td>12</td><td>12</td></tr> </table> <P> This pattern is broken along only one conflict dimension, that between men and women. This dimension will be discussed in more detail in chapter 9. <p> <i>Table 5.16 Perceived degree of conflict between young and old by education of respondent</i><br> <table border=1 cellspacing=0 cellpadding=5> <tr align=center><td align=left></td><td>Very strong</td><td>Strong</td><td>Not strong</td><td>No</td><td>Connot choose</td></tr> <tr align=center><td align=left>0 </td><td>6</td><td>36</td><td>26</td><td>15</td><td>17</td></tr> <tr align=center><td align=left>1-6</td><td>7</td><td>37</td><td>31</td><td>15</td><td>10</td></tr> <tr align=center><td align=left>7-9</td><td>9</td><td>35</td><td>37</td><td>17</td><td>2</td></tr> <tr align=center><td align=left>10-12</td><td>7</td><td>35</td><td>39</td><td>16</td><td>2</td></tr> <tr align=center><td align=left>13 or more</td><td>16</td><td>37</td><td>37</td><td>9</td><td>0</td></tr> <tr align=center><td align=left>Total</td><td>8</td><td>36</td><td>35</td><td>15</td><td>6</td></tr> </table> <P> </td> </tr> <tr> <td align = center> <a href="_._.html"><img src="../../../../../../../sys/almashriq-bottom-line.gif"alt = "----------------" border= 0></a><p><pre> <a href="../../../../../../../base/mailpage.html">al@mashriq</a> 960715</pre> </table> </center> </body> </html>