Minority workers or minority human beings? A European dilemma

European identities may be politonymic, toponymic, ethnomyic or linguonymic (Bromley 1984). Each dimension may affect whether migrant minorities are treated as European, and influence their schooling, integration and rights. Treatment and terminology vary in different states and periods of migration. However, the position for immigrated minorities is that they are still largely seen as workers rather than human beings with equal rights. Lack of success in schools is blamed on the migrants themselves rather than the educational system. This construction of migrants as being deficient is parallel to educational practice which falls within a UN definition of linguistic genocide, and contributes to mis-education. If current efforts in international bodies to codify educational linguistic human rights were to lead to greater support for minorities, this could assist in a redefinition of national identities and a reduction of racism and conflict.

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Zusammenfassung Europäische Identitäten können politonym, toponym, ethnonym oder linguonym sein (Bromely 1984). Jede Gruppe kann darauf Einfluß haben, ob Migrantenminderheiten als Europäer behandelt werden und Schulwesen, Integration und Rechte respektiert werden. Noch werden immigrierte Minderheiten jedoch weitgehend als Arbeiter und nicht als Menschen mit gleichen Rechten angesehen. Schulische Mißerfolge werden eher ihnen selbst als dem Bildungssystem angelastet. Diese Darstellung von Migranten als defizitär entspricht derjenigen Handlungsweise im Bildungsbereich, welche unter die Kategorie des linguistischen Genozids definiert wird und welche zu einer mis-education beiträgt. Wenn gegenwärtige Bemühungen internationaler Gremien um die Kodifizierung der Rechte der Menschen auf ihre Sprache Minderheiten unterstützen, könnte dies zu einer Umdefinition nationaler Identitäten und einer Reduzierung von Rassismus und Konflikten führen.

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Resumen Las identidades de los Europeos pueden ser politonímicas, toponímicas, etnomímicas o linguonímicas (Bromley 1984). Cada una de estas dimensiones puede influir en que minorías de inmigrantes scan tratadas de Europeos y con ello en su educación escolar, en su integración y en sus derechos. El tratamiento y la terminología varían conforme a los períodos y las circunstancias de la inmigración. No obstante, la posición que se adopta frente a las minorías inmigrantes es la de considerarlos en gran medida como trabajadores y no tanto como seres humanos de iguales derechos. La falta de éxito en los estudios se atribuye a los inmigrantes mismos, más que al sistema de educación. Esta consideración de los inmigrantes como inferiores es paralela a una práctica de la educación que cae bajo una definición de la Naciones Unidas de genocidio lingüístico y contribuye a la educación deficiente. Si los esfuerzos actuales que las organizaciones internacionales ponen en codificar los derechos humanos lingüísticos de la educación estuvieran destinados a brindar un mayor apoyo a las minorías, esto podría ayudar a definir con mayor precisión las identidades nacionales y a reducir el racismo y los conflictos.

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Résumé Les identités européennes peuvent être politonymiques, toponymiques, ethnonymiques ou linguonymiques (Bromley 1984). Selon leurs affinités avec chacun de ces domaines, les personnes appartenant aux minorités migrantes sont considérées ou non comme européennes, et cela influence leur scolarité, leur intégration et leurs droits. La façon dont ces personnes sont traitées et la terminologie évoluent selon les différentes étapes et périodes de migration. Mais le plus souvent, les minorités immigrantes sont encore davantage considérées comme des travailleurs que comme des personnes bénéficiant des mêmes droits. Les échecs scolaires sont mis sur le compte des migrants eux-mêmes et non sur celui du système éducatif. Le fait que l'on considère les migrants comme inférieurs se reflète dans une pratique éducative que les Nations Unies appellent génocide linguistique et se traduit par une éducation inadéquate. Si les efforts actuels de la part des institutions internationales pour codifier les droits de l'homme en matière de pédagogie linguistique apportaient un plus grand soutien aux minorités, cela contribuerait à donner une rédéfinition des identités nationales et à réduire le racisme et les conflits.

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Funding, resource allocation, and performance in higher education systems

This article analyzes forms of resourceallocation in university systems and theireffects on performance in institutions ofhigher education. Internationally, highereducation systems differ substantially withregard to research and education fundingsources and to ways that resources areallocated. European universities receive themajority of their funding from public sources,but private funding plays a more important rolein Anglo-American systems of higher education.Many governments use competitive elements inthe process of allocating public funds toinstitutions of higher education. Examplesinclude the implementation of performancemeasures through formula funding, or resourceallocation on the basis of evaluated projectproposals. Corresponding forms ofperformance-based resource allocation can befound within most higher educationinstitutions. This article analyzes how variousforms of funding and resource allocation affectuniversities at the macro-level and individualbehavior at the micro-level. A theoreticalapproach to this problem suggests thatperformance-based funding tends to bring aboutpositive changes but is also a factor inunintended side effects. Forms of resourceallocation influence the behavior of academicsand managers in higher education, particularlytheir levels of activity as well as the kindsof activities they engage in and their ways ofdealing with risks. Empirical analyses partlyconfirm these hypotheses. It can be shown thatchanges in resource allocation have an impacton the level and type of activity academicsconcentrate on but not on the long-term successof universities.     

The interrelations between diagrammatic representations and verbal explanations in learning from social science texts

This study examined the instructional effectiveness of abstract diagrams and verbal explanations in learning from social science texts, which contained multi-thematic information and were new to the students. Two texts of about 4,000 words each were examined. Each text appeared in four versions, in which the verbal and schematic representations were manipulated. Unlike previous studies conducted on diagrams and other visual devices that are isolated from the broad research on verbal processing, this study incorporates the investigation of the diagrams' functional utility into the broad context of cognitive elaborations applied to text comprehension. 416 students of Everyman's University, the Open University of Israel, participated in the study. The main results indicate that: an explained diagram is more effective than an unexplained one in complex explanations; a diagram, in general, is more effective than a verbal explanation in representing sequential and hierarchical relations; a diagram has a significant effect on active recollection and passive retention; the mode of the text's design and presentation is more influential than the initial verbal and visual aptitudes; and finally, there are no differences between male and female in processing verbal and diagrammatic representations.     

Financial Autonomy and Challenges to Being A Regionally Responsive Higher Education Institution

This paper discusses some current problems and challenges of the Finnish AMKs (polytechnic institutions), and whether financial autonomy could contribute to finding solutions for some of these problems. It provides an overview of the current status of financial autonomy of polytechnics in 6 European countries, and finally attempts to find links from financial autonomy to the AMKs' role as regional boosters. The AMKs are still faced with some administrative and cultural traditions related more or less to secondary level vocational institutions. The new Polytechnic Act (2003), 351/2003, guarantees self-governance for the AMKs as regards with their internal issues. At the same time, the Act stipulates that budget power and strategic steering belongs to their public or private maintainers. This raises the question of to what extent institutions actually are autonomous. The essence of autonomy rests on independent decision-making processes. The study shows that the Finnish maintenance system reflects strongly on the area of financial autonomy compared with the similar institutions in other European countries. Financial autonomy may be a factor that strengthens a higher education institution in becoming an organisationally uniform, responsive and flexible entity.     

Safe Discussions Rather Than First Hand Encounters: Adolescents Examine Racism Through One Historical Fiction Text

summary This article presents a case study class response to Mildred Taylors now classic and widely read novel, Roll of Thunder Hear My Cry. Through data collected during one school year, the ways urban, adolescent students use their contemporary lenses to interpret the literary theme of confronting, overcoming and challenging racism are discussed. The participants responses are organized into four reader response categories that explicate the complex and interactive interpretations developed by the children while reading the novel. In addition to providing insights about the participants textual understanding, pedagogical findings indicate that the book can also be used to explore the nature of racism while creating a safe space to confront and more deeply understand racisms impact on the past as well as the students current reality.     

The American mixture of higher education in perspective: four dimensions

Several nations are currently considering privatization of parts of their higher education systems. This paper, mainly based on the American experience, examines privatizing public institutions as an alternative to establishing solely private institutions.Institutions are analyzed along four dimensions: (1) ownership (public or private); (2) control (external or internal); (3) financing (public or private funds); and (4) mechanisms for public financing (who controls fund distribution and how). There are varying mixtures along these four dimensions both within countries and around the world, with the American system exhibiting the widest range of combinations. Six categories are described, including four common in the U.S.: I. Independent private, where institutions are independent in ownership, in control, and in basic financing; II. Dependent private, independent in ownership and financing but dependent in control; III. Independent public, dependent in ownership but independent in control and substantially independent in financing; IV. Semi-independent public (state/guild type), dependent in ownership, mixed in control, and heavily dependent in financing (less common in the U.S., but typical of Italy and Latin America); V. Semi-independent public (state/trustee/guild type), where control is shared among state, academic guilds and lay boards of trustees but with mainly state-controlled financing; and VI. Dependent public, the model in the Communist nations.Kerr traces the historical path that led to the mixed American system and examines some of its positive consequences, which include institutional autonomy, diversity, and flexibility. Negative results include possible over-responsiveness to short-term pressures, as from the labor market or student preferences for courses of study, and from supporting business or industry.The author concludes that the American experience with privatized public institutions may serve as a model for those elsewhere who now seek greater institutional differentiation, autonomy, and flexibility within national systems of higher education.     

Private higher education in Australia

In the post World War Two era and prior to the mid 1980s Australia has been characterised by exclusive public provision, financing and regulation of higher education. The 1980s, however, have been marked by considerable turmoil which culminated in the 1988 White Paper. Circumstances provided by the reform of the higher education system, the booming overseas student market and unmet domestic demand have provided a window of opportunity for private providers. This paper charts the growth of private provision, federal and state government responses and the pressures for subsidy and regulation. The paper concludes that the policies of both levels of government are hastening the development of what Geiger (1988) defines as a peripheral private sector of higher education in Australia.     

Women in higher education

The high level of admissions of women into higher education in Japanis analysed in the context of examining revised views about the highereducation of women resulting from changes in the traditional view of therelationship between higher education and social values. Despite the shiftin womens educational expectations, there is still clear evidence that agender track continues; typically men congregate in four year institutionswhilst women focus on Junior Colleges and on particular courses of studydeemed to be appropriate for women. The gender track is furtherdemonstrated by detailed studies of the Junior College and the WomensCollege. Womens employment opportunities are shown to have been affected byrestrictive attitudes of employers which tended in the past to impose onwomen particular modes of employment. The reasons for the emergence of achange in these attitudes in the latter part of the 1980s are explored andthe impact of the Equal Employment Opportunity Act of 1986 is examined. Thearticle concludes by considering the wider implications for women, both inthe work-place and in society more generally, of these developments. It isnoted that highly educated Japanese women tend to hold more conservativevalues and may see their education as an expression of their social statusrather than a way of increasing their earning power. The recentestablishment of a number of courses in Womens Studies may well have aninfluence upon future developments in ideas about women and higher educationin Japan.     

Corporate-university linkages in Canada: transforming a public institution

In the early 1980s, following a decade of financial retrenchment in Canadian higher education, government policy statements and various scientific and research funding organizations began to articulate a new direction for universities. This new direction, referred to in this paper as the corporate agenda, heralds a new era of cooperation between universities and the corporate sector which, its proponents argue, will be mutually beneficial to both.These growing linkages between corporations and universities in Canada are transforming the structure and the mission of the university system. This paper focuses on economic, political and institutional changes that have affected the universities as public institutions. The development of this new agenda is influenced by what we refer to as third party networks, groups which are neither universities nor businesses. Our paper explores the process and discusses its effects on the organization of academic work, research and the emerging image of the university as a corporation.     

Intuitive rules: A way to explain and predict students' reasoning

Through our work in mathematics and science education we have observed that students react similarly to a wide variety of conceptually unrelated situations. Our work suggests that many responses which the literature describes as alternative conceptions could be interpreted as evolving from common, intuitive rules. This paper describes and discusses one such rule, manifested when two systems are equal with respect to a certain quantity A but differ in another quantity B. We found that in such situations, students often argue that Same amount of A implies same amount of B. Our claim is that such responses are specific instances of the intuitive rule Same A—same B. This approach explains common sources for students'; conceptions and has strong predictive power.This revised version was published online in September 2005 with corrections to the Cover Date.     

Education and schooling

An analysis of the concept of education has been thought necessary by philosophers of education in the past in order to provide a measuring stick against which the genuineness and quality of purportedly educational activities and educated people could be gauged. R.S. Peters and John Wilson have both offered new analysis of education and it is here argued that each fails: Peters' because it will allow too much to count as educational and Wilson's because it will permit too little. The author's position is that the concept of education is too vague to admit of precise characterization, hence further analysis is futile. In its place is offered an analysis of the concept ofschooling. Schooling is less vague and can be divided intotypes of schooling each of which provides criteria for establishing the genuineness and quality of educational activities and educated people.

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Zusammenfassung In der Vergangenheit wurde eine Analyse des Erziehungsbegriffs von Erziehungsphilosophen für nötig gehalten, um einen Maßstab zu schaffen, anhand dessen Echtheit und Güte von beabsichtigten erzieherischen Aktivitäten und der Ausgebildeten abgelesen werden könnte. R.S. Peters und John Wilson haben beide eine neue Erziehungsanalyse vorgeschlagen, und der Autor legt dar, daß eine wie die andere fehlschlagen: Peters Analyse, weil sie erlaube, zu viel zum Erzieherischen zu zählen und Wilsons, weil sie zu wenig gestatte. Der Autor meint, daß der Erziehungsbegriff viel zu ungenau ist, um abgrenzende Beschreibung zuzulassen, und daher weitere Analyse vergeblich ist. Stattdessen wird eine Analyse des BegriffsSchulung vorgeschlagen. Schulung ist weniger ungenau und kann in zwei Schulungstypen unterteilt werden, welche beide Kritieren liefern, zur Feststellung von Echtheit und Güte der erzieherischen Aktivitäten und der Ausgebildeten.

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Résumé On pensait autrefois que l'analyse du concept de l'éducation présentée par les philosophes de l'éducation était nécessaire à l'élaboration d'une échelle de mesure d'après laquelle on pouvait apprécier l'authenticité et la qualité des activités pédagogiques visées et des personnes instruites. R.S. Peters et John Wilson ont présenté l'un et l'autre une nouvelle analyse de l'éducation et l'on démontre dans cet article que les deux échouent: celle de Peters parce qu'elle prend trop en considération l'aspect pédagogique, celle de Wilson pas assez au contraire. L'auteur pense que le concept de l'éducation est trop vague pour permettre une définition précise, ce qui rend tout autre analyse futile. On offre donc à la place une analyse du concept de l'instruction. L'instruction est moins indéfinie et peut être divisée entypes d'instruction, chacun pouvant fournir les critères de détermination de l'authenticité et de la qualité des activités pédagogiques et des personnes instruites.

     

From Conant's Education Strategy to Kuhn's Research Strategy

The seminal influence of Kuhn's The Structure of Scientific Revolutions on the history, philosophy, and sociology of science illustrates how changes in pedagogical demands can significantly alter patterns of research. Kuhn's book was honed as a teacher in the General Education of Science curriculum designed by Harvard President James Bryant Conant, to whom Structure is dedicated. The courses targeted non-scientists who would have to make policy decisions in the dawning Atomic Age, where science would play an increasing role, despite the public skepticism generated by the atomic bomb (which Conant administered). Conant wanted these future policymakers to be connoisseurs of science who understood problematic Big Science as continuing the basic mindset of culturally valued Little Science. This partly explains why Kuhn presented science as following the same stages, regardless of the specific science and period under discussion. I consider three other senses in Conant's curriculum left its imprint on Kuhn's research practice: the use of case histories to manufacture the internal/external history distinction; the invention of the historiographical mirage known as normal science; the application of the incommensurability thesis to create a more receptive attitude to past scientists.     

Global Trends,National Policies and Institutional Responses: Restructuring Higher Education in Malaysia

A significant global trend during the 1990s is the restructuring of higher education systems. The essence of this restructuring process is a redefinition of the relationship between institutions of higher learning, the state, and the market, and a drastic reduction of institutional autonomy. This article is an analysis of the restructuring process in the forms of privatisation of higher education and corporatisation of public universities in Malaysia. This analysis highlights the context of higher education reforms in the era of globalization, major trends in higher education reforms and Malaysias responses to these global trends. By focusing on the institutional level, this article examines the expansion and diversification of private higher education as well as the change in the governance and culture of public universities brought about by privatisation and corporatisation.     

A Reinvented Union: A Concern for Teaching, Not Just Teachers

The current school reform movement, with its emphasis on teacher professionalism, teacher empowerment, and shared decision making, has challenged teachers unions to develop more collegial relations with school boards. Bob Chase, president of the National Education Association, has called for the union to reinvent itself and to assume responsibility for improving school quality and the quality of the teaching force. This article discusses the development of teachers unions in the 1960s as adversaries of school boards. From the beginning the unions adopted an industrial model of labor relations, one tailored for factories and assembly lines rather than school environments. Today, there are signs that teachers unions are accepting Bob Chases vision of a more professional union, one in which union leaders and school leaders can become public allies in the struggle to improve schools.     

Swedish Universities towards Self-Regulation: A New Look at Institutional Autonomy

Swedish universities are required to change towards more effective self-regulation as the government has recently reduced state steering and devolved further responsibilities to them. In this paper, self-regulation is related to the concept of autonomy, a concept which is analysed on the two dimensions of purpose and authority, resulting in four models of state governance and consequently in a different space of action for the institutions. However, in order to develop self-regulation, the space granted must also be used effectively to realise autonomy. Six Swedish higher education institutions are analysed concerning how they have used their new space of action and what restrictions they have met in their efforts for self-regulation.     

Europeanisation of Irish universities

Europeanisation is defined broadly as the range of activities, initiatives, networks or programmes within Irish universities which are based on a European orientation or have some clear European (rather than solely Irish or other international) dimension.This process of Europeanisation has impacted in a variety of ways on Irish universities ranging from the immediately visible student and staff mobility programmes (ERASMUS, ECTS), through the university - industry linkages programmes (COMETT) to participation in pre-competitive research programmes (BRITE, ESPIRIT). It also embraces the more low profile adjustments to curricula and subject content arising from a European dimension or focus, as well as administrative adjustments made.The extent to which Irish universities have been affected by the various EC programmes is outlined and set in a relevant European context, where Ireland accounts for less than 1 percent of the EC's university student body.An important theme in the latter part of the paper is the nature of the way universities themselves are changing (in Ireland and other EC countries). The focus on utilitarianism, lessening dependence on national governments for funding, greater dependence on the market and stronger links to industry are trends which are affecting Irish universities in common with those in other EC countries. This puts pressure on the humanities and the development of the so-called vehicular disciplines within universities which reflect the essence of the critical influence universities should espouse. Universities should be the conscience of society and are in danger of losing their role as the esprit critique of the social systems in which they reside. The focus on relevance can threaten the independence which gives them a unique role in society. Universities (Irish and European) themselves will need to preserve the values which provided them with a millenium or more of sustained influence in European society against external threats.     

The cultural grid: A framework for multicultural counseling

The Cultural Grid suggests a structure for interpreting a person's behavior in the context of culturally learned expectations. When two persons' expectations are similar, but their behaviors are dissimilar, cross cultural misunderstanding is likely to result. When their expectations are dissimilar, the result is likely to be a personal misunderstanding even though their behaviors are similar. This article introduces a framework for differentiating personal and cultural differences in the interview which is essential for appropriate multicultural counseling. The alternatives are to allow apparent and obvious cultural differences to mask underlying personal differences or to incorrectly assume that two persons who appear culturally similar are having a personal disagreement.     

Idealisation and Galileo’s Pendulum Discoveries: Historical, Philosophical and Pedagogical Considerations

Galileos discovery of the properties of pendulum motion depended on his adoption of the novel methodology of idealisation. Galileos laws of pendulum motion could not be accepted until the empiricist methodological constraints placed on science by Aristotle, and by common sense, were overturned. As long as scientific claims were judged by how the world was immediately seen to behave, and as long as mathematics and physics were kept separate, then Galileos pendulum claims could not be substantiated; the evidence was against them. Proof of the laws required not just a new science, but a new way of doing science, a new way of handling evidence, a new methodology of science. This was Galileos method of idealisatioin. It was the foundation of the Galilean–Newtonian Paradigm which characterised the Scientific Revolution of the 17th century, and the subsequent centuries of modern science. As the pendulum was central to Galileos and Newtons physics, appreciating the role of idealisation in their work is an instructive way to learn about the nature of science.     

Sensing the Impact of Elementary School Science Reform: A Study of Stakeholder Perceptions of Implementation,Constructivist Strategies,and School–Home Collaboration

This case study of a midwestern school districts reform effort explored the treatment fidelity of the Science: Parents, Activities, and Literature (Science PALs) project. Data were collected from the perspectives of three stakeholders: students, school district, and parents. Students and school district supervisors perceptions indicated that teachers were implementing predicted curricular and instructional features promoted by the Science PALs project. Students perceptions of their current teachers classroom performance did not parallel the supervisors perceptions of the teachers implementation. Parents perceptions and comments indicated a high level of satisfaction with the implemented features. Collectively, the three perspectives suggest that the Science PALs project was successful in changing the classroom practices of K–6 teachers involved in the professional development. The results of this study appear to support the findings of other recent studies that indicate the need for extended professional development and support to fully implement changes in elementary school science instruction.     

What does education have to do with the New International Economic Order

Greater equality in the distribution of incomes, both nationally and internationally, and more intervention to achieve this, both by national governments and international agencies, are identified as the key ideas in the proposed NIEO. Both ideas have provoked a reaction of new conservatism, aided by the current international recession. At least in part, the power of this reaction is the result of a failure in the educational professions and institutions to respond to the requirements of an NIEO in both domestic and global terms.Although the independent effects of education on social change and income distribution have indeed been over-estimated, it remains true, nevertheless, that education does have social and economic effects. Within states, education might be reorganized so as to dissolve the current dichotomy between a learning childhood/adolescence and a non-learning adulthood. Rather, learning geared to economic activity, change and restructuring might assist both developing and industrialized states to increase incomes and adjust to the requirements of the NIEO.On the international plane, the growth of development studies and of institutions concerned with the domestic effects of international relations and commerce should facilitate a more informed understanding of the balance between self-reliance and interdependence.

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Zusammenfassung Eine einheitlichere nationale und internationale Einkommensverteilung und mehr Intervention, um diese durch nationale Regierungen und internationale Vertretungen zu erreichen, sind als Hauptideen in der vorgeschlagenen NIEO identifiziert worden. Beide Ideen haben eine Reaktion von neuem Konservatismus hervorgerufen, der durch die gegenwärtige internationale Rezession unterstützt wird. Zumindest teilweise ist das Ausmaß dieser Reaktion auf ein Versagen in den erzieherischen Berufen und Einrichtungen zurückzuführen, den Anforderungen einer NIEO in sowohl einheimischen als auch globalen Sinne genüge zu tun.Obwohl die einzelnen Auswirkungen der Erziehung auf soziale Veränderungen und Einkommensverteilung in der Tat überschätzt worden sind, bleibt es nichtsdestoweniger wahr, daß das Erziehungswesen soziale und ökonomische Auswirkungen hat. Innerhalb von Staaten kann das Erziehungswesen so reorganisiert werden, daß die gegenwärtige Dichotomie zwischen lernender Kindheit/Adoleszenz und nichtlernendem Erwachsenendasein zu beheben ist. Vielmehr kann das Lernen, das auf ökonomische Tätigkeiten, Veränderungen und Umstrukturierungen gerichtet ist, dazu beitragen, daß Entwicklungsländer und Industrieländer gleichermaßen ihr Einkommen vergrößern und sich auf die Anforderungen der NIEO einstellen.Auf der internationalen Ebene sollte die Zunahme an Entwicklungsstudien und-einrichtungen, die sich mit einheimischen Auswirkungen internationaler Beziehungen und Handel befassen, ein fundierteres Verständnis für die Balance zwischen Eigenständigkeit und wechselseitiger Abhängigkeit erleichtern.

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Résumé Une plus grande égalité dans la répartition des revenus, tant sur le plan national qu'international, et une intervention plus active des gouvernements nationaux ainsi que des institutions internationales, sont identifiées comme les idées clefs du NIEO. Ces deux idées ont provoqué une réaction du nouveau conservatisme, étant donné la récession internationale actuelle. La force de cette réaction, du moins en partie, est due à une incapacité des professions de l'éducation et des institutions à remplir les conditions requises par le NIEO, que ce soit sur le plan intérieur ou général.Bien que l'on ait exagéré les effets indépendants de l'éducation sur les changements sociaux et sur la répartition des revenus, il n'en reste pas moins vrai, toutefois, que l'éducation produit des effets sociaux et économiques. A l'intérieur des états, l'éducation pourrait être réorganisée de façon à faire disparaître l'actuelle dichotomie entre les enfants ou les adolescents apprenants et les adultes non apprenants. Assurément, l'apprentissage enclanché sur l'activité, le changement et la restructuration économique, pourrait aider les états industrialisés, aussi bien que ceux en développement, à accroître leurs revenus et à s'adapter aux conditions requises par le NIEO.Sur le plan international, la multiplication des études pour le développement et des institutions concernées par les effets intérieurs, des relations internationales et du commerce mondial devrait faciliter une compréhension mieux informée de l'équilibre entre l'autonomie et l'interdépendance.