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)

Suggests that both broad policy analyses and country case studies are needed to illuminate relationships between international aid agencies and recipient nations and to delineate the impact that agency educational policies have on international educational development. Part of a theme issue on aid to Third World education. (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…

Using Columbia as a case study, the author argues that educational reform in Latin America is a method used by United States economic interests, along with the national elites, to maintain their dominant political and economic position. Part of a theme issue on Third World educational development. (Author/SJL)

The presence of some limited funding for educational research overseas has produced interest in the problems and processes of aid administration. This paper analyzes findings on the direct funding of local researchers by a variety of international organisations. (Part of a theme issue on Third World educational development.) (Author/SJL)

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)

Ninety percent of the 1977 entrants to general Teacher Education courses in Ireland (north and south) responded to a demographic questionnaire. Results are detailed and the two regions contrasted with respect to respondents' age, sex, entry qualifications, religion, social class, family background, school experience, and rural/urban origin.…

This paper examines the characteristics and status of China's primary school teachers and their ability, as members of the intelligentsia, to exert political influence in the formation of educational policy. It is concluded that, in periods when educational policy is of high concern, these teachers have little influence. (SJL)

This study correlated socioeconomic status as measured by parents' education and material prosperity, with academic achievement and self-confidence scores in 2293 Ugandan students. Self confidence did not correlate to socioeconomic status, as it has been found to do in industrialized societies. Possible reasons for this difference are considered.…

The case of training in Kenya is explored in terms of the differences between the policy measures that would be necessary to increase the system's efficiency in response to the labor market and those concerned with improving its effectiveness in meeting social needs. (Author/SJL)