This is a revised version of the 2003 British Association for International and Comparative Education (BAICE) Presidential Address delivered at the 7th Oxford International Conference on Education and Development. The processes of globalisation have been viewed by some as a major threat to the qualitative research tradition in education. Two main…

In a speech delivered at a conference on "Education and Working Life," the author discusses the importance of a vocational education policy which allows for work opportunities irrespective of formal educational qualifications, and corrects the bias toward general education in the hierarchy of social values. (KC)

The author reacts to the World Bank's 1980 Education Sector Policy Paper, highlighting changes in emphasis from the Bank's 1974 report. Part of a theme issue on the World Bank Paper and on aid to educational development in the Third World. (SJL)

The author reacts to the World Bank's 1980 Education Sector Policy Paper, considering such issues as definitions, strategic directions, loan policies, and monitoring. Part of a theme issue on the World Bank Paper and aid to educational development in Third World nations. (SJL)

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)

Argues that the World Bank Education Sector Policy Paper (1980) presents a confused and simplistic view of the role of language in education. Advocates a more research-based approach, including cost-benefit analysis of language policy options. Part of a theme issue on the Policy Paper and Third World development. (SJL)

Examines the potential of the World Bank scheme, outlined in its 1980 Education Sector Policy Paper, for helping Bangladesh achieve universal basic education. Considers such issues as formal vs. nonformal schooling, costs, and teacher training. Part of a theme issue on the World Bank Paper and Third World educational development. (SJL)

The author argues that educational reform efforts worldwide have shown little success because they have ignored teachers, whose ability and willingness to change are crucial. Part of a theme issue on the World Bank's 1980 Education Sector Policy Paper and on Third World educational development. (SJL)

Analyzes specific inadequacies cited by the World Bank in its foreign aid procedures: inadequate exploration of cost-effectiveness options; inconsistent application of manpower analysis; and lack of exploratory stage in large-scale impact projects. Part of a theme issue on the World Bank and aid to Third World educational development. (Author/SJL)

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…

Asserting that the development of educational theory requires scientific study based on comparative data, the author analyzes the objections to data comparison between societies and finds this to be a nonissue. This is the Presidential Address, delivered to the Comparative and International Education Society, Mexico City, March 1978. (SJL)

The leading model used to explain comparative education development has been inadequate, and we need to account more competently for ideologies that have influenced the field's development. If, indeed, ideology is an inescapable part of whatever epistemology we subscribe to, we must recognize its existence in our own scholarship. (BRR)

The author suggests an agenda for comparative education research based on the metropolitan-hinterland paradigm, which emphasizes the economic and cultural exploitation of the Third World by rich nations. This is a revised text of the presidential address delivered at the 23rd Conference of the Comparative and International Education Society. (SJL)

Argues that education has an inherent political dimension. Provides illustrations from various historical periods and societies of the ways in which educators can be considered political actors. Focuses on curriculum decision making, classroom techniques, teacher-student relations, student evaluation, research, institutional politics, unions, and…