Despite a rich repertoire of inventive and robust practices, and stated commitments to equity, social justice, and diversity, teacher education has continued to struggle to produce educators capable of enacting culturally sustaining pedagogies, and providing historically marginalized youth and communities with meaningful learning opportunities.…

Modern societies aim to solve the global challenges of the 21st century with sustainable solutions such as resource efficiency, use of renewable energy sources and recycling. Engineers are called upon to create the cutting edge technological solutions that can help to address these challenges. In developed as well as in developing countries,…

South Africa's attainment of democracy in 1994 culminated in an educational reform anchored on an outcomes-based curriculum which was initially labelled Curriculum 2005 (C2005). The reform process and ensuing policy was rooted in labour movement debates and informed by the outcomes-based education (OBE) experiences in Australia and New Zealand.…

The article argues that, historically, universities have served a select few individuals as part of modernist not transformative agenda. This highly selective process guarantees students good life. The article argues that university education helps to redress colonial inequities through creating opportunities for graduate employability. However,…

This paper highlights some tensions regarding lifelong learning discourses for countries which are listed in the lower part of international development indexes. Such countries are often referred to collectively as the "South", though this represents a political focus rather than geographical accuracy and usually represents those…

The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a…

Critique of an earlier issue "Education as Transformation: Identity, Change, and Development" (see EJ 245 279-284), which was devoted to the role of education in Third World development. Asserts that the problems of the Third World still exist within the First. (JOW)

This article is a compilation of the views of 16 PhD students and the author on Steven Klees' 2007 article titled, "A quarter century of neoliberal thinking in education: Misleading analyses and failed policies." The students and the author have taken Klees' article as a stimulus to try and explicate the anatomy of the decline of the…

Provides a history of the Trust Territory of the Pacific Islands (Micronesia) and describes its educational system. (FL)

While the overall change in Cuban education came about because of the revolution, expansion took place in several stages, each largely a function of the economic development policy being followed at the time. In the period up to 1964 when Cuba thought it could industrialize under the Soviet model it concentrated on developing basic education for…

Critique of an earlier issue "Education as Transformation: Identity, Change, and Development" (See EJ 245 279-284), which was devoted to the role of education in Third World development. Argues that new cultural identities arise from a transformation of nature, not merely of appearance. (JOW)

Responses from seven authors of the special issue on "Education as Transformation: Identity, Change, and Development," (see EJ 245 279-284) to the two critiques presented in this issue. (JOW)

The "Plan Basico" for Colombian higher education, elaborated in the 1960s at the University of California under the sponsorship of the Agency for International Development, is criticized as nondemocratic and designed to serve the political and economic interests of the United States and the national elite rather than the Colombian people…

Argues that the widespread prescription of technologically mediated education for developing countries produces and shapes the rush to technology. Concludes that the constraints of technological mediation and its destructive impact on teaching show its inability to provide for adequate educational development, and recommends a critical, rather…

During the last 35 years, due to the globalization of the world economy and developing technologies, a considerable change has occurred in secondary education. This publication explores the extent to which the development of science education should be linked to labor markets in developing countries. Sections include: (1) "Science Education,…