This article described the contents of a Reform Report developed by the Ministry of Education in Burundi, Africa and considered their likely implementation in the light of the political upheaval that country has undergone. (Author/RK)

In the face of the deliberations that have been taking place in England for several years now about the merging of two '16+' examinations, the CSE and GCE Ordinary level, author investigated the French system and the examination, the BEPC, taken at 'intermediate' level by 'average' and 'above average' students. (Author/RK)

Distinguishes between three traditions of case study in educational research. Discusses the changing nature of comparative education and the value and limitations of the modern case study, as advocated by Lawrence Stenhouse, in educational research. Describes a case study of secondary education in Papua New Guinea. (SB)

The author, the retiring Chairman of the "Comparative Education" Editorial Board, draws on his experience of the last fifteen years in examining how educational resources are being devoted to applied comparative education. Specifically, he focuses on one such application, the launching of the International Baccalaureate. (Author/RK)

Administered a questionnaire to secondary science teachers in England (n=39) and Spain (n=34) to compare views on problem solving. Questions involved teacher's opinions about the uses and sources of problem-solving activities, as well as the sources of students' errors. Teachers showed a remarkable degree of agreement, with fundamentally a…

The forces at work in the relatively brief history of Trinidad and Tobago were sketched in order to provide a background for the current situation. The paper then described and analyzed the new directions taken or proposed in education in the light of its new political, social and economic circumstances. (Author/RK)

After a brief outline of the educational situation and the social framework in Italy which developed after the second world war, this article explores the future of the Italian school system. (Author/RK)

During debates in the Greek parliament about the 1997-98 educational reform, comparative argumentation was used by all political parties. Comparative arguments focused on educational realities in the European Union and North America, notably comprehensive schools, teacher appointments, and evaluation methods. Comparative data influenced the…

In the 1970s, Edmund King's postcompulsory education research program in five European countries identified the educational needs of the 16-20 age group and influenced related national policy. During the 1980s, King led a research commission and a World Council International Network resulting in a common framework of themes for comparative…

Examines the evolution in England, France, and the United States of organizations concerned with the wishes of parents in regard to secondary schooling. Concludes that despite significantly different educational systems there is similarity regarding parent involvement: the wishes of the vast majority of parents remain unexpressed, unsolicited, or…

The author examines the role of nonformal education movements in the United States and Scandinavian countries, tracing the various purposes and possibilities of less formal school and nonformal cultural movements in differing circumstances, yet drawing general conclusions from a little-compared group of phenomena. (Editor)

Discusses: (1) pressures on Japan's education system encouraging development of continuing vocational training; (2) exclusion of vocational elements from compulsory schooling; (3) the scope of public vocational training; (4) the nature of training within businesses; and (5) comparisons with U.S. and European situations. Contains 34 references. (SV)

Reports survey findings from 371 Ontario secondary teachers on work centrality and job satisfaction and their relationships to each other and to occupational stress, teaching conditions, and teacher background variables. Compares results to those from Japan and the United States. (SV)

From a British perspective, the author describes and comments on Norway's recent curricular and educational reforms: the development of the grunnskole for students ages 7-16, with emphasis on the lower secondary (ungdomsskole) 14-16 phase, and reforms in the upper secondary (videregaende skole) for ages 17-19. (Author/SJL)

Despite increased participation of 16- to 19-year olds in postcompulsory education in Europe, the following problems exist: (1) lack of agreement about the design of upper secondary curricula; (2) oversupply of technically qualified students resulting from increased technical and vocational education; (3) underemployment of graduates; and (4) lack…