This article, which is related to a longer piece to be published in 2023, starts from the point of view that, despite some issues, there may be borrowable ideas in how South Korea and Japan developed their education systems, especially at the outset of their modern periods of educational development. However, in the popular press, and even among…

Capacity building is ubiquitous in development and education discourse as a means of strengthening approaches to education, among other development goals. However, in crafting a new social contract for education founded in an ethic of care, reciprocity, and solidarity, we must not overlook the significant transformative potential of capacity…

The African continent represents the part of the world where early childhood care and education (ECCE) preceding primary schooling is the least developed. It is therefore essential to propose an analysis of the prospects for the development of early childhood education in the coming years. This article deals in the first instance with the…

The UNESCO International Commission on the Futures of Education imagines a positive future in which skills development can be harnessed for the benefits of people and planet, in line with the loftiest vision of the Sustainable Development Goals. However, skills systems often remain marginalized within educational debates and plans, with vocational…

Criticism and controversy concerning the validity of Western models of development is leading the world of education to a comprehensive review of its aims and functions. The forthcoming UNESCO publication, A Critical Look at Development: Some Young People's Views,'' is cited as a reference to stimulate discussion of today's education models. (SM)

The role of aid in the educational development of developing nations prescribed by the broader national development goals, the realities of the social and cultural heritage, and the material constraints imposed by the country's resource, is restricted to the modest parameters of the desirable and the possible. (Author/JH)

The Proceedings of a seminar devoted to discussion of Third World education policies and the impact of cooperation and aid from other countries on those policies are presented to promote rejoinder and counterproposals to the approaches taken by the cooperating and aiding countries, attending the seminar. (JH)

Swedish aid programs and policies for educational development, most often carried out through international organizations, are discussed in terms of Third World priorities and a concept of Education conditioned by society. (JH)

This article deals with education aid and the need for re-evaluation of needs for educational advance, the unique contribution made by the United Nations as an international organization, and the effectiveness of its machinery to assure the coherence of contributions to educational development. (JH)

Personal opinions of the author concerning a report entitled Basic Guidelines for Educational Reform'' are presented in this paper. A summary is given of the report which contains ideas and proposals for general expansion and improvement of school education in Japan. (SM)

One of a series of papers commenting on the report, Learning to be,'' submitted to Unesco by the Commission, which clarifies the educational crisis in countries of the Third World and calls for change in educational policy. (JB)

This article emphasizes that the report of the Commission states that the demand for education today is so great that present institutionalized systems are and will be in the future incapable of absorbing it. (JB)