The author argues against specialized education programs for rural children in developing nations, asserting that these children's education should not essentially differ from that considered suitable for urban children. For a contrasting opinion, see the article by David R. Evans (pp232-43). (See AA 533 194.) (SJL)

Reacting to the preceding article (pp216-21) by Elinor G. Barber, the author argues against a single formal system of general education for both rural and urban areas of developing nations. (See AA 533 193.) (SJL)

Since the 1950s, arguments for bilingual education in the United States and Mexico have shifted from functionalist interest in modernization to critical demand for equity, then to interpretist recognition of multiple realities. Although minority groups are organizing to influence educational policy, entrenched dominant groups are unlikely to…

Examines the plight of children of foreign "guest workers" in West German schools. Discusses public nonrecognition of West Germany's immigrant-nation status, state-based governance of education, linguistic and cultural isolation of young minority children, failure of German immersion and pullout language programs, inadequate provision of…

In Israel, secondary curriculum differentiation (more diverse course offerings) was related to greater course-taking diversity, student selection of higher-level courses, higher average achievement, and greater equality of achievement. In the United States, which does not have Israel's high-stakes examination system, diverse course offerings were…

This paper examines the role of the schooling process in creating or exacerbating sex differences in educational attainment. Three dimensions are examined: teacher and textbook modeling of sex-appropriate behavior; students' exposure to specific curricular contents; and the academic support provided to students. Available documentation, mainly…

Traces the development since 1957 of Malaysian education policies aimed at providing equitable access to higher education. Suggests that these policies have increased representation of the Malay underclass in tertiary institutions and the professions, but have had little effect on intraethnic class inequalities. 46 references. (SV)

Compares the transition from elite to mass higher education in Japan, South Korea, and Taiwan, and discusses implications for a similar developing trend in China. Examines female participation, relative emphasis on science and technology education, balance of four-year and shorter programs, and extent of private higher education. Contrasts…

Examines implications of IEA international educational research for educational policies in three areas: overall quality of the national educational system, including success in achieving social and economic objectives; structure of the formal system and its influence on student achievement; and influence of school resources and instructional…

Compares educational change in Zimbabwe and South Africa in the two years after those countries' first democratic elections. Although change in Zimbabwe was characterized by a rapid expansion of service in response to popular demand, South Africa has emphasized changes in policymaking processes with little change in the delivery of educational…

Provides a model for conceptually distinguishing among different kinds of minorities. Applies such distinctions to the school experiences of one castelike minority group (Black Americans) and one immigrant minority group (Chinese Americans) to show why the former but not the latter is characterized by persistent disproportionate school failure.…

Explains the Ugandan's legendary desire for education that has caused consistent growth of the country's educational system despite a breakdown of legal authority in the 1970s and the ensuing economic uncertainty. Describes enrollment patterns; the demand for education; and educational administration, finance, equity, and quality from 1971 to…

Do patterns of access to "elite" institutions in developing nations become more or less restricted and biased toward high-status population groups as the educational system expands? This article addresses this question through careful examination of the social background characteristics of Ghanian secondary students in 1961 and 1974.…

Resumption of democratic politics in Brazil has had mixed consequences for basic education. Although the "Education for All" program aims to improve access to basic education for poor children, politically powerful groups oppose reallocation of resources at their expense and ensure that educational reform remains rhetoric. Contains 85…

The purpose of this study is to examine curriculum tracking and its effects. Examined is the process of tracking students in secondary schools of the kibbutz movement in Israel where social class differences are minimal. As a comparison, groups of students from urban schools in Israel are investigated. (Author/KC)