Argues that the World Bank Education Sector Policy Paper (1980) presents a confused and simplistic view of the role of language in education. Advocates a more research-based approach, including cost-benefit analysis of language policy options. Part of a theme issue on the Policy Paper and Third World development. (SJL)

An essential of educational planning in developing nations is ensuring self-allocation, the ability of new institutions to attract students by meeting their educational and occupational goals. This study surveyed primary school leavers' aspirations to examine the self-allocation potential of Nigeria's present attempt to vocationalize its lower…

The Commonwealth Caribbean consists of fifteen English-speaking territories at various stages of development. The intention here is to provide some kind of overview of those developmental issues which impinge on relationships between education and employment. (Author)

Examines the main thrust of educational policymaking in Bangladesh during 1971-81 and compares policy goals with achievements. Finds there have been failures, but suggests underlying explanations for the persistent gap between policy goals and implementation come from the wider socio-political context in which educational policy is formulated and…

Analyzes specific inadequacies cited by the World Bank in its foreign aid procedures: inadequate exploration of cost-effectiveness options; inconsistent application of manpower analysis; and lack of exploratory stage in large-scale impact projects. Part of a theme issue on the World Bank and aid to Third World educational development. (Author/SJL)

This article is based on an exploratory review of studies conducted by local researchers and collected and analyzed by nationals of the following countries and regions: Latin America, Sub-Saharan Africa, the Arab Middle East and North Africa, India, Thailand, Malaysia and the Philippines. (Author/SJL)

Reviews research related to textbook development and provision in developing nations. Stresses the importance of increased access to textbooks as a cost-effective means for improving educational quality. Examines four policy options for textbook development in developing countries: adoption, adaptation, government publication, and international…

Attitudes of educational planners, politicians, and teachers will have to change radically if systems and institutions are to cope with the explosive problems of unemployment. That alteration must also be accompanied by changes in labour market conventions, traditional salary structures, recruitment and selection procedures, and in social and…

This study correlated socioeconomic status as measured by parents' education and material prosperity, with academic achievement and self-confidence scores in 2293 Ugandan students. Self confidence did not correlate to socioeconomic status, as it has been found to do in industrialized societies. Possible reasons for this difference are considered.…

To point up some of the problems of higher education in developing nations, universities in Thailand and the Philippines are described and compared. Problems include trying to maintain or achieve educational quality in the face of constant pressures to expand. (SJL)

This paper examines the literature on the role of the rural elementary school in community change and discusses certain socio-economic factors which may help determine a community's acceptance or rejection of the school. It concludes with a discussion on the relationship of the community to the community school. (Author/SJL)

This essay applies a model to guide an analysis of goodness-of-fit between national and educational plans. The model is described through application to Nepal. In the process, information is collected on Nepal's 25 years of educational efforts and the reciprocal relationship to national development. (Author/KC)

Case studies of northeast Brazil and northeast Thailand highlight the importance of a subnational approach to comparative research. Compares geographic and economic conditions, regional culture, ethnicity and gender issues, migration patterns, religion, literacy, and educational underdevelopment. Points out that neglect of a region and its people…

Compares Zimbabwe's rapidly expanding educational system to those of Kenya, Malawi, Tanzania, Zambia, Australia, Canada, New Zealand, United Kingdom, and United States with regard to enrollment rates, government expenditures, per pupil costs, student teacher ratios, teacher salaries, internal efficiency, and cost per graduate. Contains 16…

Eastern European Marxist systems excel in university-level enrollments and lag in secondary enrollments, whereas Asian and African Marxist regimes follow the reverse course. The two groups of Marxist states share characteristics such as mobilization of the population into the educational system, high female participation, and emphasis on teaching…