Critically reviews and assesses the (largely North American) literature on effective schools. Examines the transnational impact of this literature and its limitations in developing nations. Outlines differences between the school effectiveness paradigm and the educational quality paradigm in assumptions about good educational practice. Proposes…

Argues that the development of science education policy in postapartheid South Africa requires understanding of the links between science- and technology-based development strategies and investment in science education. Analyzes innovations in production technology (post-Fordist production methods and flexible specialization) that may have…

Examines the extent and adequacy of provision of education and training in educational management in South Africa. Discusses centralized, school-based, cluster-based, and self-development approaches to management development. Tables profile provision at historically white Afrikaans, white English, and disadvantaged universities, and detail…

Profiles South Africa's system of 15 technikons, institutions providing 1- to 5-year programs in science, technology, engineering, business, and industry. Discusses growing enrollments, the shift away from science and technology fields, teacher qualifications, and the place of technikons in South Africa's postapartheid higher education system.…

Examines international trends in selection for higher education, as well as school-leaving examinations and university access in South Africa. Discusses tensions between educational quality and equity related to access. Describes equitable admissions criteria instituted at the University of the Western Cape, and some dilemmas encountered by…

As a legacy of apartheid, South Africa's higher education system is differentiated along racial lines in terms of institutional areas of specialization, research production, and graduate education. The University of the Western Cape's 1982 mission statement, which defined its oppositional role under apartheid, might be revised to address the tasks…

Describes alternatives to bureaucratic centralism in the administration of national education systems. Discusses forms of decentralization based on political rationales (liberalism, federalism, populist localism, participatory democracy) and those concerned with quality or efficiency (pedagogic professionalism, management by objectives,…

The Danish education system has been characterized by democratic values, individual choice of education and institution, emphasis on general education, and teachers' freedom of teaching method. But these characteristics are being undermined by European unity and neoliberalist policies that see education as an element in the market economy.…

Policy makers in both England and France have sought to increase participation and attainment in postcompulsory education and training (PCET) through creation of new vocational tracks. Compared with England, France has considerably higher rates of participation in PCET, a higher proportion of students in the academic track, and higher proportions…

Compares public intervention schemes in Britain and Norway supporting participation of public educational institutions in the delivery of continuing labor force development and training. These schemes demonstrate that British policy is based on belief in free market principles, while Norwegian policy combines elements of consumer choice and legal…

Draws on sociological and learning theory perspectives to compare Scottish and Dutch initiatives in the modularization of initial (postcompulsory) vocational education and training. Features of the modular system in both countries seem closely related to strategies chosen to offer customized vocational training for various client groups while not…

Reviews the history of educational development in Zimbabwe-Rhodesia during the transition from colonialism to independence and beyond. Offers a case study of effects of educational policies in nine Zimbabwean secondary schools. Lessons derived from Zimbabwe suggest that the first postapartheid South African government must avoid policies that…

To set the stage for this theme issue on aid and education in the Third World and on the World Bank's most recent (April 1980) Education Sector Policy Paper, the author presents a brief overview of aid to education and an agenda of major problems which are currently debated. (Author/SJL)

This extended summary originally appeared in the September 1979 draft version of the Policy Paper. Several of the contributors to this issue of "Comparative Education" refer to this summary, and the original paragraph numbering has been retained for the convenience of readers. (Editor)

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)