This historical exploration of the development of the academic workforce in the UK and France was triggered by the observation of significant similarities in contemporary debates on casualisation, and segmentation despite their distinctive HE systems. We develop a quantitative history of academic staff to understand why the differences in the two…

Education hubs are important new developments. They represent a new generation of cross-border education activities where critical mass, co-location and connection between international, regional and local universities, students, research institutes and private industry are key. Different scales (city, zone and country) and types (student, talent,…

In its policies related to high-level manpower, the Tanzanian Government attaches great importance to the university, viewing it as a key institution in its policies for national development. Describes the difficulties the administration of President Nyerere has had in using the university as a political tool and analyzes various instances of…

This paper considered the usefulness of the preponderantly 'manpower requirements' premises relied upon by the Committee, judgments made about present and prospective distribution of education among different age groups and status levels in Sweden and some implications of proposals for spatial and administrative reorganization of higher education.…

Past "elitist" development efforts modeled on Western academic education have failed to meet manpower needs but resist change due to popular preference for "modern" occupations. A new development strategy providing universal basic education and improved general living standards is needed. (Part of a theme issue on Third World educational…

Examines the Chinese Marxist educational philosophy of combining education and productive labor, including various types of schools where the idea has been practiced. (MH)

Deals with Chinese educational planning as a basic component in the public system for the governance and development of the formal education system, in accordance with the national development plan. "Politics determines what educational planning should achieve, but the administrative system determines what it can achieve." (MH)

Examines two sets of Chinese educational ideology and practice: pre-1977 (during the Cultural Revolution) and post-1976 (during the Hua Guofeng administration), as well as changes in the 1980s. Special attention is given to ideology, the expansion of schooling, self-reliance, utilization of human resources, and emergence of pressure groups.…