Despite criticism, policy of enterprise in higher education remains firmly attached to China's modernization plans, with institutions increasingly serving business and training needs. Only in dire circumstances would the Communist Party of China move back to putting self-reliance first, and slowing the introduction and application of technologies.…

Discusses how quantitative expansion of education in developing countries has not been accompanied by sufficient emphasis on educational quality. Considers relationships between education and national development, impact of growth on quality, importance of historical experience, influence of selection and allocation systems, and experience with…

It has been assumed that colonial schooling systems were always poor quality reproductions of the educational system in the colonizing (metropolitan) power. This paper compares the structures and curricula of colonial and metropolitan schools, finding not a reproduction, but a hierarchy, with the metropolitan school on top. (SJL)

Examines certain statements of principle and certain formal administrative structures pertaining to parent and student involvement in the school systems of the Federal Republic of Germany and the Republic of Ireland. Presents findings of attitude surveys on involvement and on teacher-parent and teacher-pupil relations in these two systems.…

The most important aims of educational policy must reflect the needs of a developed socialist society. These aims include: recruitment and training of teachers; the development of parallel and lifelong education; the achievement of an "educative society" by linking educational with economic, social and cultural policy; and equal…

Compares educational policies and practices related to developing the linguistic competence of young immigrants in France and England, with particular reference to Toulouse and the London borough of Brent. Discusses segregationist versus integrationist approaches, effectiveness of second-language instruction, and provision of mother-tongue…

Analyzes institutional responses to homelessness among children and youth in the United States and Brazil as a means of understanding the workings of the neoliberal state, both in developing and developed nations. Highlights a major contradiction of neoliberalism--its promotion of symbolic political and social inclusion, while simultaneously…

Compares the strategies, procedures, and outcomes of educational reform under Argentina's military autocratic government (1976-83) and the civilian democratic government that followed (1983-93). Points out that the harsh change strategies employed by the military regime proved ineffective, even disastrous, but the participative strategies of the…

School governance reform in post-apartheid South Africa aimed to democratize schooling while accommodating diverse school histories of underdevelopment or self-management. Analysis of relevant legislation shows the reform was structured to allow representative democracy and partnerships. But two recent studies suggest that governance reforms have…

Critically reviews and assesses the (largely North American) literature on effective schools. Examines the transnational impact of this literature and its limitations in developing nations. Outlines differences between the school effectiveness paradigm and the educational quality paradigm in assumptions about good educational practice. Proposes…

Compares recent policy changes in Alberta and British Columbia concerning preschool and primary education. Discusses the conflicts involved in a movement away from centrally imposed models of norm-referenced attainment to a more child-focused developmentally based curriculum in a flexible nongraded setting. Contains 30 references. (SV)

Weak states such as India and Kenya may seek to maintain or enhance their legitimacy by expanding access to higher education regardless of manpower needs or scarcity of financial resources. Three common strategies are increasing higher education enrollments, maintaining low fees and high subsidies for postsecondary students, and supporting a…

Reports survey findings on job satisfaction and other work attitudes among 686 secondary teachers in northern England. Compares results to those from four other countries. Provides background on the British teacher's changing role in light of radical educational reforms and teacher labor disputes in the 1980s. Contains 27 references. (SV)

Misjudging the ease of educational-policy implementation is a common planning mistake. A "backward mapping" model, in which policy is informed by specific needs at the lowest level of implementation, was applied to primary school change in India and generated insights about social context, teacher attitudes, training needs, and…

Draws on Belanger's all-inclusive holistic framework for lifelong learning to analyze three contexts for lifelong learning in South Africa. Focuses on needs for improvement in initial education, adult education, and diffuse learning environments, as well as the need for policy concerned with both economic competitiveness and social equity. (SV)