Compares Chinese and Iranian Cultural Revolutions via examination of similarities and differences between the two and draws lessons from the Chinese experience for Iran or any other developing nations which decides to politicize its education systems. (Author/AH)

The author reacts to the World Bank's 1980 Education Sector Policy Paper, considering such issues as definitions, strategic directions, loan policies, and monitoring. Part of a theme issue on the World Bank Paper and aid to educational development in Third World nations. (SJL)

Examines effect of Nicaragua's 1979 revolution on education, especially for minority Miskito Indians. Summarizes history of Indian culture in region. Suggests Sandinista government began emphasizing bilingual, bicultural education in 1982-83, sparked by deteriorating economic situation. Concludes multicultural education program, while hindered by…

Presents a reflective review of radical attempts in Tanzania to change the system of higher education from a liberal elitist model based on a British heritage to a proletarian system in which university education is conceived of as a form of adult education recruiting students from their places of work and not directly from the school system. (KS)

How free are developing countries to develop systems of education tailored to their own individual needs? Considers the need for relevance in educational policy, the effect of colonial educational practice upon developing nations trying to create policies appropriate for their educational and political development, and the influence of the…

Reports tracer studies of Kenyan youths leaving technical school to determine their success at obtaining gainful employment. Almost 43% were neither in formal schooling nor training, nor employed a year after leaving, although technical skills were seen as useful, particularly in private life. (DP)

In light of recent evidence from Africa, Central America, and Asia, examines why rural parents in developing nations do or do not send children to primary school when compulsory education cannot be enforced. Considers economic aims, literary values, testing, and negative school attitudes in small areas of five countries. (SB)

Examines modern functionalist theory including theoretical bases and historical development. Considers, in the light of functionalist tenets, exemplary educational research in the field of modernization theory. Includes a critique of some overt and covert assumptions of functionalist educational research and suggests some avenues for more…

This extended summary originally appeared in the September 1979 draft version of the Policy Paper. Several of the contributors to this issue of "Comparative Education" refer to this summary, and the original paragraph numbering has been retained for the convenience of readers. (Editor)

The author argues that educational reform efforts worldwide have shown little success because they have ignored teachers, whose ability and willingness to change are crucial. Part of a theme issue on the World Bank's 1980 Education Sector Policy Paper and on Third World educational development. (SJL)

Examines the World Bank's 1995 policy statement, "Priorities and Strategies for Education: A World Bank Review." Reviews the bank's evolving policy of the past 35 years. Interprets the statement in light of recent structural adjustment strategies and end of the Cold War, which have sharpened bank attitudes about economic, social, and…

Presents a historical and international overview of student political movements. Discusses the sporadic nature of student activism, effects of mass media attention and government response, characteristics of activist leaders and participants, and the cultural and educational impact of student protest in Third World and industrialized countries.…

This article proposes briefly to look at Thai education within the national context, to examine some of the problems in primary education and to see what is being done and what can further be done to improve the situation. (Author)

Paper recognizes that investment in education is a key factor in a nation's economic and social development, particularly in developing countries. (Author/RK)

Argues that recent theories of development are flawed because (1) they assert that social justice and economic development are compatible educational aims and (2) they give insufficient attention to the political contexts of policy-making. Part of a theme issue on the World Bank Paper and Third World educational development. (SJL)