Education and structural adjustment

His publications include Economics of Inequality in Education (Sage, 1987), Educational Finances in South Asia (UNCRD, 1988), Educational Planning at Grass-roots (Ashish, 1992), and Education for Development in Asia (Sage, in press). He has also taught at the universities of Delhi and Virginia, and worked at the World Bank.     

Who benefits from illiteracy? Literacy and empowerment

Formerly Associate Professor of Adult Education at the University of Dar es Salaam (1970–79) and Director of the Institute of Adult Education, United Republic of tanzania (1979–81). His fields of competence include literacy, adult education and participatory research. Author ofThe Adult Education Revolution in Tanzania and co-editor ofParticipatory Research: An Emerging Alternative Methodology in Social Science Research.     

Explanations by University Presidential Assistant Zhang Weiying Regarding the Second Draft for Soliciting Opinions of the "Plan for Reforming Beijing University's Engagements and Promotions System" (Draft for Soliciting Opinions)

Rural Education (I) presented an overview of developments from the late 1970s through the early 1990s and was published in Chinese Education and Society, vol. 27, no. 5 (September–October 1994). Rural Education (II) focused on the critical 1987–1989 years, in Chinese Education and Society, vol. 29, no. 1 (January–February 1996). Rural Education (III) continues with selections from 1990 through early 1996.     

Editorial Review and Book Reviews

Books reviewed: The Arts Matter, Nida Home Docherty Curriculum, Culture and Art Education – Comparative, Mervyn Romans A Celebration of Bath Academy of Art at Corsham, John Swift Celebrating Pluralism: Art Education and Cultural Diversity, Nick Stanley Australian Artlook, Tom Hardy Art 7–11: Developing Primary Teaching Skills, Rob Barnes 101 Things To Do With Your Computer, Gillian Doherty World Wide Web For Beginners, Jonathan Yeomans     

Climatology for guidance

African Education: An Introductory Survey of Education in Commonwealth Countries. Donald G. Burns. (London: Oxford University Press, 1965. Pp. 215. $2.40.)

Education Through English: The Use of English in African Schools. Eva Engholm. (Cambridge: Cambridge University Press, 1965. Pp. 182. $4.50.)

Techniques of Teaching. A. D. C. Peterson, editor. (New York: Pergamon Press, Inc., 1965. 3 volumes. $2.95 each volume.) (Vol. 1, Primary Education; vol. 2, Secondary Education; vol. 3, Tertiary Education.)

Education and the Development of Nations. John W. Hanson and Cole S. Brembeck, editors. (New York: Holt, Reinehart and Winston, Inc., 1966. Pp. 529. $4.95, paper.)

The Experience of Higher Education. Peter Marris. (New York: Humanities Press, 1964. Pp. 220. $5.00.)

Psychology and Education of the Gifted: Selected Readings. Walter B. Barbe, editor. (New York: Appleton‐Century‐Crofts, 1965. Pp. 534. $4.50, paper.)

The Public Schools and Religion, the Legal Context. Sam Duker. (New York: Harper and Row, Publishers, 1965. Pp. 238. $2.75.)

Society Schools and Progress in the U.S.A. Edmund J. King. (New York: Pergamon Press, Inc., 1965. Pp. 241. $4.50.)

Teaching Gifted Students: A Book of Readings. James J. Gallagher, editor. (Boston: Allyn and Bacon, Inc., 1965. $6.00, paper.)     

Reviews

Book reviewed in this article: Open and Closed Minds: The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students, Allan Bloom Democratic Education, Amy Gutmann The State and the University: Calling British Universities to Account, Tony Becher and Maurice Kogan Diamonds into Glass: the Government and the Universities, Elie Kedourie The Enterprise Culture in Australian Higher Education: Privatizing Higher Education: A New Australian Issue, David R. Jones and John Amyl A British Bias against Adult Participation in Higher Education?: Adults in Higher Education, Centre for Educational Research and Innovation     

Comparative education and education sciences: Variations on an old theme

where he teaches comparative education. Until 1988, President of the Comparative Education Society in Europe (CESE). Member of the World Council of Comparative Education Societies and Vice-President of the Spanish Comparative Education Society. Publications include: Fundamentos de Educación Comparada (1982, 1986), Problemas mundiales de la educación (1982, 1986), Sistemas educativos de hoy (1984, 1987), Primary Education on the Threshold of the Twenty-first Century(published in Spanish and French; 1986 and 1987) and Pedagogía prospectiva (1989). He has published numerous articles in scholarly journals of various countries.     

Citation Patterns in Recent Issues of Counselor Education and Supervision

This study compares the citation patterns of Counselor Education and Supervision with those of the Personnel and Guidance Journal, the Journal of Counseling Psychology, and the Counseling Psychologist. Citations from Counselor Education and Supervision for 1979 and 1980 were analyzed in terms of the most frequently cited authors and works published prior to and after 1958. The findings reveal that although there is some overlap between the works and authors cited in Counselor Education and Supervision and those cited in the counseling psychology journals, there is a sizable and unique body of literature and pool of authors cited in Counselor Education and Supervision. The impact of multiple authorship, the dependence function (within-journal citation) and other issues in counseling citation research are discussed.     

REVIEWS

Book reviewed in this article: Overcoming Dyslexia: Resource Book 1 Hilary Broomfield Whurr Practical Pre‐School: Exploring Emotions Ros Bayley Inclusion at the Crossroads: Special Education – Concepts and Values Michael Farrell Inclusive Education – A practical guide to supporting diversity in the classroom Tim Loreman, Joanne Deppler and David Harvey Crossing the Minefield: Establishing safe passage through the sensory chaos of autistic spectrum disorder Phoebe Caldwell Understanding Children's Learning: a text for teaching assistants Claire Alfrey (ed) Understanding and using Spoken Language: Games for 7 to year olds Cathering Delamain and Jill Spring     

Reviews

Reviews in this articles: How should we control ourselves? Self-regulation in higher education: a multi-national perspective on collaborative systems of quality assurance and control, HR Kells Law for Dons The Law of Higher Education, Farrington, D J The Burgeoning of Graduate Education Graduate Education in Britain, Tony Becher, Mary Henkel and Maurice Kogan Postgraduate Education and Training in the Social Sciences: processes and products, Robert Burgess (ed.)     

PROJECT HEAD START: A RESEARCH SUMMARY

Following is the text of a report compiled by the U. S. Office of Education at the request of the Education Subcommittee of the U. S. Senate Committee on Labor and Public Welfare. It can be found in U. S. Congress, 90th, 1st session, Senate, Committee on Labor and Public Welfare, Subcommittee on Education, Education Legislation, 1967, Hearings, Part (Wash., D. C: Government Printing Office, 1967), pp. 1070‐1077.     

Commonality among diversity

Senior lecturer, Department of Education, University of Hong Kong; board member, Commonwealth Council for Educational Administration; founding chairman, Hong Kong Council for Educational Administration Author of China's Education on the Move (1990), Planning Basic Education in China: Two Case Studies in the Province of Liaoning (research report for UNICEF, published by IIEP).     

Notes and News

Building a Philosophy of Education. By Harry S. Broudy. Pp. ix, 456. New York: Prentice‐Hall Inc., 1954. $3.00.

Education and the Modern Mind. By W. R. Niblett. Pp. 155. London : Faber and Faber, 1954. 8s. 6d.

Beyond Neutrality: Five Essays on the Purpose of Education. By M. V. C. Jeffreys. Pp. 60. London: Pitman, 1955. 8s. 6d.

The Development of Personality. By C. G. Jung. Pp. 8+235. London : Routledge &; Kegan Paul, 1954. 25s.

The Doctrines of the Great Educators. By Robert R. Rusk. London: Macmillan (2nd edn.) 1954. 10s. 6d.

Comprehensive Schools To‐day. By Robin Pedley and others. Pp. 56. London : Councils and Education Press, N.D. [1955]. 3s. 6d.

Educational Review [Journal of the Institute of Education, University of Birmingham]. Editor (1948–50), Prof. F. J. Schonell; (1950‐date), Prof. E. A. Peel. Pp. 80 approx. 1948. Thrice yearly. 5s.

A History of the Working Men's College, 1854–1954. By J. F. C. Harrison. Pp. 216. London: Routledge &; Kegan Paul, 1954. 16s.

Adult Education towards Social and Political Responsibility. Pp. 144. Hamburg: U.N.E.S.C.O. Institute for Education, 1954. 3s. 6d.

Tutors and their Training. By W. E. Sty1er and R. D. Waller. Pp. 31. Universities’ Council for Adult Education, cyclostyled.

Anglo‐German exchange

Aims, Organisation &; Methods in English and German Education. Edited by J. R. Hands. Pp. 123, cyclostyled. Durham University, 1954. (No price.)     

The effect of Newsday's science education series program on selected ninth-grade students' comprehension of science reading material

Reading is a communication process that is crucial to students in science. Printed text materials are the most widely used teacher aids in the classroom. But reading as a major focus of science instruction has been out of favor with the mainstream of science education since the late 1950s. Despite this, few would deny the value of reading skills in a science class. The purpose of the present investigation was to determine how the use of Newsday's Science Education Series Program affected selected ninth-grade students' comprehension of science reading material. Analysis of covariance showed that students with standardized reading and mathematics scores at least two years above grade level who were taught using newspaper science articles alone had Degrees of Reading Power posttest scores higher at the 0.05 level of significance compared to students taught using Newsday's Science Education Series Program or using only the science article's content as part of class lessons. Students with standardized reading and mathematics scores on grade level taught using Newsday's Science Education Series Program had Degrees of Reading Power posttest scores higher at the 0.01 level of significance compared to students taught by either of the other methods.     

Educational Television in Portugal

Educational Television is a special department of Telescola, an official institution dependent on the Instituto de Meios Audio-Visuais de Ensino (I.M.A.V.E.—Institute of Audio-Visual Aids in Education), which was created in the Portuguese Ministry of Education at the end of 1964.     

Pedagogical issues in distance education

Head of the Distance Education Division, Central Institute of Educational Technology, National Council of Educational Research and Training, New Delhi. Previous founder director of the Open School of India. Member of numerous committees and commissions at national level, in particular, the National Task Force on Broadcasting for Education (1980/81) and the Commission for Teachers — I Task Force (1983/84). Author or co-author of five books, including Open School India,and numerous articles.     

Book Reviews

Books reviewed: Jacquie, Swift and John, Swift, Series Editors: John, Swift and Arthur, Hughes, Disciplines, Fields and Change in Art Education: Art Education and Art Practice. Volume 1 Nicholas, Addison and Lesley, Burgess, Learning to Teach Art and Design in the Secondary School: a companion to school experience Richard, Hickman, Art Education 11–18: Meaning, Purpose and Direction Evelyn, Welch, Art in Renaissance Italy Arnold, Pacy, Meaning in Technology     

Deconstructing Education for All: discourse,power and the politics of inclusion

The UNESCO World Declaration on Education for All from 1990 sets in motion the new agenda for educational reform that provides basic education for all disadvantaged children and adults in the global context. Since its formulation, a set of consecutive policy texts has been issued by international agencies to monitor, evaluate, and strengthen the capacity of governments to ensure that the goals of Education for All are met by 2015. This paper applies critical theory and discourse theory to provide an in‐depth analysis of the hegemonic ideologies of this global policy framework through the deconstruction of policy texts and discourses. It is argued that Education for All is a modernist project of the new imperialism, structured through the selecting, assembling and underpinning of policy discourses, to expand the ideological project of new capitalism in the global context. Discourse of inclusion is discussed both at the educational and political levels to portray the tensions of the global community in grappling with the issues of justice at the international, national, and local context.     

Foundations for an Intercultural Philosophy of Christian Education

This article proposes a number of fundamental principles that seek to establish a solid platform for a philosophy of Christian Education that is culturally responsive and responsible. In this theological-practical reflection the author affirms that the context where most processes of Christian Education take place in the United States today is one profoundly marked by cultural diversity. Consequently, the locus, the subject, and the methodological questions concerning Christian Education must develop an intercultural perspective. There is an urgent need for effective intercultural models of Christian Education. The article provides a horizon to envision and ground such models.