Mainstream schooling for the physically handicapped: How can counseling help?

The needs and interests of handicapped children can be properly met with a combination of counseling techniques and with an interplay between actors and agents. The systematic planning and organization of counseling should be based on a partnership from all sectors of the client system. This partnership implies the continuous interaction and collaboration between the different actors and agents involved in the planning, organization and implementation of counseling services. Counseling practices should prove more effective in this area if they can be modelled from, and reflect child-centered education. Further, counseling practices should be built upon an appropriate system of coordination, information and evaluation, which considers the complex and conflicting nature of this largely unstudied aspect of mainstream schooling.     

Differential access to primary schooling: Can education promote equality in a multi-cultural society?

The concept of equality in education cannot be regarded as universally valid, although education per se is often viewed as potential social equalizer and/or an instrument for boosting economic growth. The present paper summarizes a section of the empirical evidence from a national evaluation educational survey of equality of educational opportunity at primary level in a multicultural society of the developing world-Mauritius.In Mauritius as elsewhere, education is viewed as a panacea for existing social, economic, ethnic and regional inequalities. In the Mauritian survey (Chinapah, 1983), equality of educational opportunity was examined from the standpoints of school participation and scholastic performance of primary school children differing in age, sex, ethnic and socioeconomic characteristics and belonging to four distinct educational settings: Government Rural, Government Urban, Aided Rural, and Aided Urban. The overriding thesis in the survey is the extent to which differential access to primary schooling may promote or hinder equality of educational opportunity in a complex, multicultural, multiethnic, and multilingual society like Mauritius.Access to education as viewed from the numbers game, does not guarantee equal treatment in schools. For example, the explosive increases in participation in the 1950s and 60s in the OECD countries, and in the 1970s and 80s in the developing nations, have domonstrated that imbalances between ethnic/racial and socioeconomic strata tend to persist.Evidence from the survey shows that school alone cannot reduce inequalities along sex, ethnic, socioeconomic, and regional lines without a genuine effort to redress the overall problem of social, ethnic, and economic stratification which the school system quite often tends to maintain and reproduce. This paper provides the basis for a discussion of the prospects for and limitations of cross-cultural counselling in education.     

Educational planning,administration and management in Africa

Has worked as a consultant to UNESCO, the Swedish International Development Authority (SIDA), the Swedish Agency for Research and Cooperation with Developing Countries (SAREC), the Organization for Economic Co-operation and Development (OECD), the United Nations Development Programme (UNDP), and the International Development Research Centre (IDRC) in a number of countries in Africa and Asia. Author and co-author of several books and articles.     

Adult education and earnings: A 45-year longitudinal study of 834 Swedish men

Consistent with previous research, the findings indicate that acquired level of youth education, including tertiary education, functions as a socioeconomic stratifier through its effects on occupational status and earnings at the age of 30, 35, 43 and 52. The direct effect of youth education on occupational status is found to decrease from age 30 to 52, whereas the effect of adult education on occupational status augments from age 35 to 52. Adult education appears to mediate and reinforce the effects of youth education on occupational status. The inclusion of adult education does not necessarily alter the predictability of earnings. The probability of acquiring adult education is significantly greater the higher the initial level of youth education.