The insights of 12 foreign scholars and language scientists into the battle over making English the "de jure" official language of the United States are presented. The opinions come from England, Canada, the Philippines, the People's Republic of China, Australia, Belgium, India, and the Federal Republic of Germany. The consensus of these…

States that 99 percent of India's education budget is spent on formal education, which is not relevant to the needs of most Indians whose many languages and socioeconomic conditions require the traditional nonformal methods. Sharply criticizes others' emphasis on "elitist" imposition of uneconomic, one-language, formal educational…

Examines problems in coordination between nonformal adult education and national development programs in India and suggests management structures for institutionalizing coordination. Notes the difficulty with which influential political and administrative groups will allow changes in the system and suggests possible alternative development and…

Compares the educational systems, particularly nonformal education, of India and China, and the impact on education of sociopolitical factors, history, government, ideology, languages, and cultures. Includes differences and similarities in educational facilities, personnel, methods, some national statistics, and charts of the education systems in…

A problem-oriented history of education in postcolonial India is presented along with a forecast of India's educational future. The problems of providing quality education in India after 190 years of British rule, which left only l3 percent of the Indian population literate at the time of India's independence in 1947, are discussed. India's…