Since the Haby Act of 1975, French authorities have been endeavoring to create a nationwide educational system that is socially just, meets the needs of all children and teenagers while allowing for different capacities and circumstances, maintains France's traditionally high standards, and produces a happy, dynamic, and prosperous society. (BRR)

Draws attention to two particular territorial aspects of educational inequality and considers some of the implications which studying them helps to highlight. (Author/RK)

Analyzes the problems of providing mass higher education in Sweden, France, and the Federal Republic of Germany. Describes selective admissions mechanisms introduced into each country's open system of higher education, and offers social, economic, and political explanations for their failure. Includes 13 references. (SV)

The author examines within-nation and between-nation diversity in educational inputs, processes, and outputs, and the interdependence of input, output, and cultural context. Implications are drawn for planning equal educational opportunities in light of these complex regional variations. (SJL)

A British educator reflects on images of the U.S. educational scene, focusing on perceived virtues and ideals: broad public commitment to a wide educational cause and to professional leadership in that cause, the liberalizing force of educational equity, and the openness and flexibility of higher education. (SV)

The author reviews recent structural changes in the West German educational system and examines some of the social changes and some of the debates between reformist and traditionalist educators which may be indicative of future trends. (SJL)

Describes market reforms in New Zealand education from 1984 when the Labour government had control, to the present system under the National government. Prior to reforms, New Zealand had an equitable homogeneous system. Reforms have led to inequality, particularly to the disadvantage of Maori people, and may have lowered educational standards. (KS)

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)

Examines recent attempts to restructure French secondary schooling in order to provide equal opportunity and more relevant curriculum. Discusses some impediments to these reforms, particularly the opposition of teachers and their unions. (SJL)

Examines German policies concerning its "temporary" foreign guest-workers, particularly Turkish immigrants and their German-born children. Discusses legal, social, and cultural difficulties in obtaining citizenship and educational opportunities for aliens in Germany. Compares the German monoethnic ideal with Australian efforts to…

Review of "Politics and Policy-Making in Israel's Education System" (Haim Gaziel); "Educational Advancement and Distributive Justice between Equality and Equity" (Reuven Kahane, editor); and "Exchanging Writing, Exchanging Cultures: Lessons in School Reform from the United States and Great Britain" (Sarah Warshauer…

Describes Dutch policies to combat educational disadvantage arising from economic, social, and cultural factors by funding efforts at the local level. Compares Dutch efforts to success factors and obstacles encountered in similar initiatives in the United States, England and Wales, and Australia, where public education and local authority have…

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)

The author sketches the curricular and structural changes in schooling resulting from Spain's 1970 reform law instituting Basic General Education. He considers how well the system is operating 10 years later and whether it is providing schooling that is more democratic, more relevant to an industrial society, and more efficient. (Author/SJL)