In light of Marxist, Western diffusionist, and dependency theories of change in developing nations, the author explores the relationship between the colonial penetration of India through the introduction of English education in the early nineteenth century and the elimination of indigenous schools already well developed at that time. (Author/SJL)

This article traces the historical development of the Japanese nation with respect to the education, character, and spirit of its people. Changes in educational thought in the post-World War II period are discussed and indication made of the active interest in and current provisions for moral education in Japanese schools. (Author/SJL)

Traces the history of the "francais fondamental," concentrating on the period following its launching in 1951. (AM)

A review of the parliamentary actions of Lord Advocate James Moncreiff to create a fully national Scottish educational system against the opposition by church groups reluctant to lose control over parish schools and schoolmasters. (SJL)

Includes "Something to Cheer About" (Tuckett); "From British Institute to National Institute, 1921-71" (Hutchinson); "Pre-history of the Arts Council" (Williams); "Adult Education in the Forces" (Adam); "Crisis in Adult Education" (Stock); "The REPLAN Experience" (Uden); and…

Jones's ideas on education integrated two major turn-of-the-century reform thrusts: social gospel and the application of science to human affairs. Known for his urban immigrant studies, Jones combined humanitarian zeal with scientific certainty in a conception of education that would dominate reform efforts in the progressive era. Jones's brand of…

From the mid-1800s to the present, British administrators and Hong Kong educators have selectively used Chinese cultural education to foster in students a somewhat abstract Chinese identity and a sense of being on the periphery of both Chinese and Western worlds, attitudes that help to consolidate outside rule. (SV)

Describes the accomplishments and shortcomings of educational reform movements from the early 1960s to the present. Concludes with priorities for curricular and instructional reform in urban schools that emphasize cognitive and developmental learning over fragmented and remedial learning. (CJS)

Considers imperialism in Taiwan because the model of Japanese colonial rule was developed here. Focuses on basic assumptions and structures associated with this model, including: (1) Japanese ideology and culture; (2) legal and political relationships between colony and metropolis; (3) educational policy in Taiwan; and (4) imperial education…

Traces the development of Dutch educational policy since the compromise of 1917, by which private and public schools were given equal financial support. Examines the extent to which neoliberal reforms of the 1980s brought about radical changes in the Dutch education system, focusing on increased autonomy, freedom of school choice, privatization,…

This paper discusses philanthropic endeavors of George Peabody, a man with only 4 years of schooling, and his efforts to rebuild an education system in the south and southwest portions of the United States following the Civil War. The paper describes the difficulties faced by the $2 million Peabody Education Fund (PEF) when it was attacked by…

The purpose of this book is to discuss the history of educational reform in India and describe the steps taken by government to implement new policies. An education commission, better known as the Kothari Commission, published its report in 1966. As a result, the National Policy on Education (NPE) emerged in 1968 and was considered a major step…

For the United States, fighting World War I involved not only preparing young citizens to fight the enemy abroad, but rooting out alien enemies at home. The national consensus, believed vital to success, presupposed a common set of values, shared behaviors, and a high degree of identification with the nation. The more homogeneous the population,…

Jewish schools, before statehood in 1948, were run by political parties. The "General Stream" (1913), formed by the General Zionist and Revisionist parties, agreed to have secular subjects taught in European-like schools, and to forego formal religious instruction. The "Religious Stream" (1920), formed by Zionist religious…

Analysis of changes in federal education policy in the 1960s, based on archival research and other sources, suggests a reinterpretation of the causes of the success or failure of the new federal programs. A review of the literature on these "Great Society" educational policies finds that most authors feel the policies sprang from a…