The literature on vocational education in developing countries has for decades been one of gloom, as commentators from the developed countries have offered arguments leading to the same conclusion, namely, that investment in the subject is futile. I contend that the reason why the discourse has been so predictable is epistemological…

Higher education institutions seem to be becoming increasingly flexible with different functions. Most universities' mission statements involve teaching, research and service, but while the teaching and research missions are clearly defined and located within certain areas of the university activities, service is less clear and more ambiguous,…

Critique of an earlier issue "Education as Transformation: Identity, Change, and Development" (See EJ 245 279-284), which was devoted to the role of education in Third World development. Argues that new cultural identities arise from a transformation of nature, not merely of appearance. (JOW)

Responses from seven authors of the special issue on "Education as Transformation: Identity, Change, and Development," (see EJ 245 279-284) to the two critiques presented in this issue. (JOW)

Argues that the erosion of the foundations of enlightenment thought has produced different consequences in first, second, and third world countries. Reviews meanings of postmodernity in Latin America, the modern/postmodern debate in education, views on postmodernism, and what postmodernism offers to and demands from educators. (DSK)

Provides excerpts from two talks given by Paulo Freire in February 1985, in which he reiterated the need to develop a theoretical framework from which an empowering, humanistic pedagogical structure can be built and proposed a pedagogy that forces learners to think critically and adopt a critical attitude toward the world. (GC)

Expectations that international efforts to promote education would lead to widespread economic development faltered in the late 1970's as educational theorists became increasingly aware of the realities of inadequate resources, underestimated self-interest among the economically and politically powerful, and incompletely comprehended relationships…

The author suggests that observing the difficulties and failures of plans and programs for educational development over the last two decades makes it easy to become a sceptic about the fact that the age of innocence underestimates the extent and complexity of the knowledge base needed for sound choices in educational policy. (KC)

This essay proposes that, in the current changing world, the traditional liberal arts model of higher education, advocating liberal learning for human freedom, does not go far enough to liberate specific groups from concrete mechanisms of deprivation and oppression. A critique, rebuttal, and second response are also presented. (MSE)

Educational administration in developing countries should incorporate a concern for culture and political ethics. A theory is needed with empirical, moral, sympathetic, and critical perspectives that considers the just use of power and the accomplishments of the nation's best cultural traditions. (CJH)

Analysis of the historical origins and development of Israel's universities helps understand the phenomenon of transfer and adaptation of Western concepts of higher education in developing countries. Despite major historical changes and the establishment of the Israeli state, the prestate ethos still dominates. (Author/MSE)

This paper presents arguments for the notion that as a field of study, educational administration is necessarily undergoing change and development within the context of the culture in which it is being studied. For this reason the paper concludes that the field cannot justifiably be viewed as producing conclusive end products (rules for effective…

Discusses some problems and solutions related to the use of educational technology in teacher training for higher education, the historical aspects of the educational technology developments in Brazil in the last two decades, and basic trends and perspectives for use of educational technology in the future. Five references are listed. (MBR)

The author argues that the primary concern of adult education in developing nations should be to empower adults to be agents of change. He discusses the roles of adult education, adult education as a national instrument, values and adult education, and the purpose of adult education. (CT)

The Upward Bound Project for low income youth in Florida emphasizes humanistic education rather than education based on the capitalistic model of production, consumption, and competition. The project, which can serve as a model for education in developing countries, focuses on creating self-concepts and values to counteract those of an acquisitive…