This article discusses admissions policies to higher education during the Communist regime in Bulgaria (1946-89). It argues that under the conditions of the Bulgarian Communist regime, admissions policies were not only a component of the higher education system--viewed as an institution--but part and parcel of the process through which power was…

This article presents a brief critical commentary on Martin Carnoy's presidential address from Robert F. Arnove, Nelly P. Stromquist, Christine Fox, Henry M. Levin, Vandra Lea Masemann, and Erwin H. Epstein. Among other things, Arnove finds particularly useful Carnoy's recommendations on ways to engage in comparative education research, from…

Sierra Leone's Bo School was established in 1906 by British colonial officials to educate chiefs' sons for subordinate positions. Nevertheless, the school contributed to creation of the postindependence ruling class. Enrollment, curriculum, student life, responsibilities of British and African teachers, and alumni networks are examined. Contains…

Provides an overview of higher education in Yugoslavia. Discusses the history of higher education, institutional structure and growth, enrollments, teachers, effects of decentralization from state control and self-management policies on planning and decision making, the related problems of unemployed graduates and the "brain drain," and…

In light of the current American interest in school vouchers as proposed by economist Milton Friedman, recapitulates the origins, content, and fate of an 1872 law drafted by a French parliamentary commission to establish a countrywide voucher scheme for primary schools. (NEC)

Describes recent structural, curricular, and ideological changes in Czechoslovakian schools: closure of many business-operated vocational schools, declining vocational enrollment, localization of educational decision making, emergence of private and religious schools, church-state conflicts over ownership of school buildings, emphasis on…

With an interest in a nonturbulent transition, the nationalists of Trinidad will systematically expand the government's role in education until their national secular school system is a reality. Whether or not the denominationals, without leadership status, eventually will choose to be assimilated is still an open question. (Author/SJL)

Two questions provide the focus for this paper: (l) Does England have a policy in regard to multicultural education, and, if so, what is it? (2) If it does have a policy, how and when did this policy get formulated? "Multicultural" is used here to mean Black-White. (Author)

Compares government funding of private schools in five countries. Explores the impact of government funding on private schools' autonomy, conflict between sectarian and secular interests, the level of support given to parental school choice, and educational quality versus equality of educational opportunity. 25 references. (SV)

This Center for Educational Research and Innovation (CERI) study was conducted in two phases. Phase I describes selected aspects of primary school finance arrangements in ten countries; Phase II examines the relationship between financial instruments and selected educational policy. Strengths and weaknesses of each system are assessed. (Author/KC)

From a study of 46 nations over the period 1957 to 1973, it is argued that regional educational inequality indicates the presence of other regional social, political, and economic inequalities, and it is all of these factors together that generate feelings of relative deprivation and the pursuant political instability. (Author/SJL)

Educational revolutions in Great Britain and the former Soviet Union were initiated by charismatic national leaders, looked back to more "authentic" conditions where teachers and students dominated formal education, encouraged parent participation, and sought to destroy bureaucratic intermediary agencies in the educational…

A snapshot of the changing Polish educational system focuses on elimination of uniform curriculum requirements, return of religious instruction, emergence of private and religious schools, removal of overtly ideological materials from history and literature curricula, and fears of a power struggle between the present postcommunists and new…

Analyzes the Mexican case through four hypotheses: decision makers are not rational; decisions are determined by economic rationality; policies reproduce ideology and/or culture; and policies and plans maintain decision makers' power. Concludes Mexican schools are not consciously organized to reproduce the dominant ideology, but they contribute to…

During the 1980s, the higher education systems of China and Taiwan were reformed as part of selective social transformations driven by different domestic forces: economic in China and political in Taiwan. Common to both reforms was devolution of institutional powers to colleges and universities, but within institutional and curricular limits…