A selected list of journals for medium-sized medical libraries in developing countries,based on a user study

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Hypothetical Markets: Educational Application of Ronald Dworkin's Sovereign Virtue

The purpose of this paper is to consider, in principle and at the most general level, a particular possible approach to educational policy-making. This approach involves an education-specific application of the notion of hypothetical markets first developed in Ronald Dworkin's book Sovereign Virtue: The theory and practice of equality (2000). The paper distinguishes the concept of the market from the operation of any actual market, and from the operation of 'market forces' in any generalised sense. It continues by arguing that hypothetical markets of the kind identified by Dworkin are not only distinct, in both their nature and purpose, from actual markets operating in education, but also—in the face of continuing widespread debate about the value, at particular times and places, of such actual markets—a potentially valuable theoretical tool for educational policy-making. The paper then briefly considers a particular instance of such debate about actual markets in education.     

Value System Similarity and the Supervisory Relationship

This study assesses the value systems held by supervisors and supervisees in the counseling practice. The relation between value system similarity and two dependent measures was examined; the level of communication within and the overall satisfaction with the relationship. Participants included 37 student supervisees and seven supervisors in a master's program. Correlation coefficients were computed to establish the relationships between the dependent measures and between value similarity measures and the dependent variables. The results did not indicate a meaningful relation between the similarity of value systems for supervisee and supervisor and either dependent measure. The results, however, did indicate a strong relationship between the supervisee's satisfaction with the supervisory relationship and the level of communication that was developed in supervision.     

From Sacred Initiation to Bureaucratic Apostasy: Junior secondary school-leavers and the secularisation of education in southern Africa

In the country now known as Botswana, the history of Tswana culture prior to British colonialism in the nineteenth century shows a tribal or pre-urban spirituality, a strong kinship organisation and a systematic approach to the training of youth both informally and formally. This pre-colonial pedagogy defined the Tswana cosmology and the way future adults related to their society as productive members. The European missionaries who came at the eve of colonialism interpreted education and work in a manner that had less continuity with Tswana culture. This trend was developed further by secular educators and institutionalised by post-colonialist, independent Botswana. The Botswana government has been rapidly expanding its formal academic education system. Although practical programmes of education with production like the Brigades supported local development and the transition from the pre-colonial era, they are now facing obsolescence. Thousands of junior secondary school-leavers are being added to the ranks of the underemployed each year, while competition for academic credentials increases. Government reluctance to offer training for practical employment skills reflects a deference to secular Western education and production models and the need to understand better their effects on the tribal culture.