The report explores the inner life of the Italian university system and describes the results of increased student access to a university that remains essentially elitist. It highlights the tensions and constraints that have placed Italian higher education in a state of suspended animation between mass entry and elitist structures. It is predicted…

The present study aims at identifying the nature and extent of private effort in providing formal education in the province of the Punjab, with special reference to financial motivations. The specific objectives of the study were (1) to give a historical description of the emergence of the system of privately managed schools; (2) to describe the…

How a university-based research and development center (Center for Innovation in Teaching the Handicapped, Indiana University) deals with the problems of disseminating its products with a lack of funds for dissemination activities is explained. (BD)

The International Baccalaureate, an internationally oriented upper secondary curriculum, has a terminal examination which is now recognized as a valid qualification for university entrance on a world-wide scale. Here is a report on the second world conference consisting of delegations from 32 countries with observers present from the EEC, Unesco…

In Africa, higher education institutions have attempted to meet the developmental needs of their host societies without basic alterations in academic styles, organization, governance, or curricula. This study accordingly investigates the role of Makarere University's contribution to the national development of Uganda and makes recommendations…

The development of special education in Pakistan is examined, including the present "National Policy for Special Education." Development issues and constraints are discussed, such as motives for having a special education system, comparison and contrast between Western and Asian approaches, and appropriate deployment of scarce resources.…

Summarizes findings of several inquiries into use of media conducted from 1974-1986, emphasizing media use in developing countries and practical lessons and experiences that have surfaced in worldwide rural development programs. New educational technology developments are discussed as potential contributors to formal and nonformal education. (MBR)

Discusses how quantitative expansion of education in developing countries has not been accompanied by sufficient emphasis on educational quality. Considers relationships between education and national development, impact of growth on quality, importance of historical experience, influence of selection and allocation systems, and experience with…

The educational history of reform in the primary schools of Thailand is discussed. Lessons that might be learned from the Thai experience with respect to the linkages and interaction between research, policy, planning, and implementation are examined. (RM)

Attempts to link the school with the mass media was one of the worldwide trends in educational development during the period 1945-1982. The educational potential of the mass media is discussed, and three models of school-cum-media education are presented. Applications of the models and current problems are examined. (RM)

Soviet educational research and development studies supportive of the current national school reforms are discussed. (RM)

New approaches to international borrowing for education which maximize economic growth and minimize the unfavorable international climate for development assistance are discussed. Specific suggestions are made for identifying the areas where such aid would be most effective, as well as better ways to develop cooperation between lenders and…

In 20 years educational goals in Kenya have shifted from an emphasis on improving secondary and higher education to a greater emphasis on universal or basic education. The history of educational goals in Kenya and the emphasis on social factors in the country's development are covered. (IS)

Across the United States, nearly 50 million students are served by 96,000 public schools. Federal policymakers cannot be expected to diagnose the diverse learning needs of these students and to craft solutions adequate to meet all of them. Four decades, eight reauthorizations of the Elementary and Secondary Education Act, and expenditure of…

This brief details the history of the federal government's stance with language minority students, and analyzes the implications of changes to its guiding principles made by the No Child Left Behind (NCLB) Act of 2001. With every federal re-authorization of the Elementary and Secondary Education Act prior to 2001, the importance of bilingual…