Despite the widespread education reform discourses attempting to alleviate high-stakes examination pressure and narrowly test-driven education systems in East Asia, none have been as systematic and drastic as the Free Year Program (FYP) recently implemented in South Korea. The FYP provides middle school students with a year-long reprieve from…

This study reports on an investigation into the impact of a national, school-based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video-recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate…

Since the Haby Act of 1975, French authorities have been endeavoring to create a nationwide educational system that is socially just, meets the needs of all children and teenagers while allowing for different capacities and circumstances, maintains France's traditionally high standards, and produces a happy, dynamic, and prosperous society. (BRR)

Uses France and England--because of their radically different institutional and ideological traditions in education--to illustrate common trends in educational accountability. Explains general trends affecting advanced capitalist societies at the present time, e.g., the use of corporate management approaches in education and the adoption of…

Uses Israel as an example to examine three variables--size, organizational mode, and political value system--and their effects on educational policy making and planning at a national level. Argues that in Israel's case small size, centralization, and democracy interact to create a new type of planning behavior termed the enlightenment approach.…

It was only in the late 1970s that Australian educationists began to devote particular attention to the development of multicultural education in Australian society. Nonetheless, Australia has made very substantial academic and practical contributions to a field which is of increasing worldwide interest. (BRR)

Finds that school agricultural "production units," established in Zambia in 1975, have taught useful occupational skills but have had little success in meeting the objectives of linking vocational theory and practice, inculcating desirable attitudes to manual work, teaching management and marketing skills, or producing income for…

Summarizes strengths and weakness of the Japanese approach to vocational training and education. Stresses the Japanese "obsession" with education and the high levels of education obtained by its citizens, the state's commitment to planning and financial support for high standards of industrial training, and industry's commitment to…

Points out problems of access to schooling in Zambia, especially at the primary and secondary levels and discusses existing types of alternative schooling such as night schools and supervised study groups. Argues that recent private school initiatives are not providing educational opportunities except for a few wealthy urban families. (JHZ)

Focuses on the role of African universities in national development and outlines economic and political problems hindering them from realizing their role. Suggests ways to improve the universities' effectiveness including greater cooperation between universities and government agencies, upgrading of curriculum, and basing university appointments…

African governments have immense power over their universities and are often tempted to tinker with the workings of these institutions, ostensibly to make them more responsive to the requirements of the nation. Such interference can be dangerous. Academic freedom is vital if the university is to truly serve society. (JHZ)

A survey and group interviews with unemployed young people aged 18-25 in Derby (England), Hannover (western Germany), and Leipzig (eastern Germany) examined the relative importance to their life and work transitions of individual agency and structural factors. Two national job training "schemes" for unemployed youth are compared: the…

Drawing from interviews with key-informants in planning and policy-making institutions at central and local levels, reports on 1985 education reform programs. Highlights some of the most drastic aspects of the reform and discusses specific issues in basic education, technical/vocational education, and higher education. Notes variety and…

Examines the role of elite groups in Zambia educational policymaking in the postindependence era, using three major attempts at educational reform as illustrations. Concludes that well-to-do groups have dominated educational policy decisions to preserve their own interests and have obtained gradual reforms in spite of offically declared radical…

Explains a theoretical framework for interpreting educational policy-making and, on the basis of that framework, identifies educational policy makers and policy changes in Hungary in the 1960s and 1970s. Tests the theory by examining controversies about secondary education and the structure of the educational system. (JHZ)