India desperately needs good governance in colleges and universities so as to create a culture of innovation, and entrepreneurship so as to become and remain competitive in world market. Poor governance and poor leadership is observed to be the root cause for all ills in university education. Indian students and professors are brilliant but…

American popular culture currently defines the community college as a job-training center, a site of remedial education, or a vocational institution. Certainly job training is essential in a period of low employment, and community colleges can and should help Americans achieve prosperity, engage in meaningful work, and achieve their productive…

The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a…

Among the little truly predictable, the author suggests three truths. First is the inevitability of recessions. Second is the belief that, in prosperity, these good times will just keep on rolling. Third is the fall. Bubbles will burst, myths shatter, plans unravel and pain sadly borne unjustly by those who didn't have a hand in the decisions that…

The literature on vocational education in developing countries has for decades been one of gloom, as commentators from the developed countries have offered arguments leading to the same conclusion, namely, that investment in the subject is futile. I contend that the reason why the discourse has been so predictable is epistemological…

This book argues that schools were a driving force in the formation of social, political, and financial capital during the market revolution and capitalist transition of the early republican era. Grounded in an intensive study of schooling in the Genesee Valley region of upstate New York, it traces early sources of funding and support for…

Discusses the ways in which the University of Wisconsin system, the Wisconsin Board of Vocational, Technical and Adult Education, and the Department of Public Instruction contribute to the economic development of the state. (JOW)

The three essays in this publication consider the relationship between human capital investment and economic development, particularly in the context of developing countries. The first article (by Aklilu Habte) reviews the experiences of the World Bank in lending for education, curriculum development, and vocational training. The role of education…

Criticizes Zachariah's use of microlevel metaphors ("lumps of clay" and "growing plants") to explain major trends in theories of education and national development in developing countries. Discusses emergence of a neo-Marxist perspective on this area of comparative education. Suggests the need for a theoretical perspective…

In many developing countries it is apparent that there are multifarious impediments associated with, and acting upon, educational development and the complexity of diverse socio-cultural landscapes. Indeed, numerous perspectives tend to be overlooked or possibly not even taken under consideration when it comes to the transmission of salient…

Nigeria's Western Region established a very early, ambitious, original education policy when self-government began in 1952, adopting the African nationalist wisdom that education could spearhead a development strategy for genuine independence. Much of this paper analyzes the philosophy and recounts the implementation of this comprehensive,…

Educational issues need reexamining, according to this author, to find the proper role for education in a new international economic order (NIEO). In the first part of this essay, the author questions older theories of education and development--which saw education as furthering national development by supplying trained manpower--and discusses…

Argues that the Carnegie, Ford, and Rockefeller Foundations' overseas programs and development strategies after 1945 were frequently coordinated by intermediate organizations established or funded by one of the foundations and that these programs and strategies were neither exclusively humanitarian in purpose nor apolitical. (NEC)

Differentiates between education and learning, describes the emergence of nonformal and lifelong education, traces shifts in the conceptual framework of educational development, links learning and development, and discusses current thinking about lifelong learning and development. (JOW)

Presents issues and debates raised at the Eighth International Conference on Economics Education. Emphasizes the colonial legacy of education systems in developing nations. Expresses a fear among developing nations that Europe will develop an increasingly protectionist stance after 1992. Questions the concept of the developing nations as a group…