Distinguishes between educational reform and educational innovation, classifies (with examples) types of educational reform, and reviews literature on educational reform. Presents a research-oriented proposal for classifying educational reforms in terms of the objectives of reform and the processes by which reform is conceived, formulated, and…

Suggests that educational principles of universality, continuity of education, permeability, liberal education, a broad front for education, and elasticity were directives in educational reforms carried out from 1945-1980. Problems resulting from these principles include universality and the level of education, selection and orientation of…

Suggests reasons why the local level is a useful point to study educational reform: it is where reform is actually implemented, is the major point of interaction between all actors concerned in any change in the educational system, allows more room for flexibility and innovation, and facilitates monitoring and evaluation. (Author/KC)

Suggests that educational reform at the local level is often not implemented because of inadequate communication between politicians, planners, bureaucrats, and educators. Concludes that planners need to specify details of implementation, particularly the human dimension of that task and that senior bureaucrats must be brokers rather than…

Focuses on issues in evaluating educational change. Topics include what should be evaluated, management of reform and evaluation, evaluation as a threat, attitudes toward evaluation, factors in drawing up an evaluation plan, management information systems, evaluation techniques, financing evaluation, and indicators of success. (KC)

Describes Tunisian experiment of including practical activities in secondary school curriculum that will prepare students for working life. Suggests schools study development needs and needs of community, translate those needs into community development projects, match projects against objectives of training and personality development of…

Describes creative technology programs for elementary and secondary school children in the Soviet Union. Elementary school projects include aircraft, ship, and rocket models, amateur radio, electrical engineering, and electronics. Senior high school students design and build small-capacity vehicles, agricultural equipment, and electronic…

Examines how Third World education systems reproduce social and economic inequalities; how the international economic order is founded on unfair mechanisms that perpetuate inequality; and the role that groups in the United Nations family must play in the establishment of a New International Economic Order. (RM)

The view that poverty and riches are caused by two distinct personality traits is perpetuated through educational materials. Examples drawn from secondary social studies texts and adult education programs in India illustrate how an educational system is a medium of cultural dissemination and political control. (AM)

Quantifies the degree of social, economic, and cultural deprivation of countries with high degrees of illiteracy by comparing their social indicators to those of countries having a predominantly literate population. Examined are indicators of education, the mass media, transportation, social welfare, agriculture, and the economy. (Author/AM)

Discusses the factors which determine how well adult literacy campaigns succeed in developing countries. Political motivation, the scope of the program, organizational structure, educational resources, teacher characteristics, and the language of instruction are examined. Ten generalizations concerning the planning of effective literacy training…

Describes the Chinese plan for eliminating adult illiteracy in rural areas. Program planning, implementation and evaluation procedures, as well as administrative organization, program funding, and teacher training are discussed. (AM)

To improve adult literacy in urban and rural areas, Ethiopia has established reading centers throughout the country staffed by volunteer teachers. Since 1978, 10 million persons have participated in the program. Eight million have finished courses and taken the tests. About four million have passed and received certificates. (AM)

A national adult literacy program was established in Nicaragua in 1979, after the Sandanista revolution, as part of a plan for socio-economic development. Program development, implementation and evaluation methods, curriculum content, educational methodology, and teacher training methods are described. (AM)

As part of the national plan for socio-economic development, the Indonesian adult literacy program established cooperative, informal learning groups in which a literate person was responsible for teaching 10 others to read. Program organization, curriculum development, and evaluation methods are described. (AM)