The author reviews and critiques C. E. Beeby's four-stage model of change in the primary schooling of developing nations. Beeby's reply follows on pp439-44 and the author's response on pp445-49. A related article by Beeby appears on pp451-74. (Editor/SJL)

The author indicates the changes he would make to his book "The Quality of Education in Developing Countries" (1966) if he were rewriting it in 1980. For further discussions of his stage theory of change in the primary schooling in developing nations, see pp411-49 of this issue. (SJL)

Several definitions of education are reviewed and the intentions of the educators who proposed them are viewed in historical perspective. Various educational objectives and philosophies are explored. (JN)

Compares the outcomes of connected developmental mathematics and writing to those of nonconnected sections at a regional commuter campus at a Midwestern public university, proving that students enrolled in the two connected developmental classes had the highest retention rates. Recommends a holistic approach for institutions that teaches basic…

UNESCO's Assistant Director-General for education urges adult educators to advance beyond advocacy by embracing promising trends (such as private sector involvement), establishing priorities for action, and seizing opportunities to develop human and social capital. (SK)

This paper is an attempt to review the state of environmental education from the perspective of one involved in international and national strategies for its development. The author sees environmental education not as a separable package but as a movement for fundamental education reform. (LZ/Author)

Discusses recent commission reports that call tenure into question and call for reformation and clarification of the concept of shared governance. Asserts that what is required is a general reenvisioning of educators' professional selves, not just as scholars and teachers, but as citizens of the larger academic world. (CR)

Conducts a study to help improve scholastic press associations. Presents responses from directors or presidents of 44 scholastic press associations. Concludes that understanding the relationship between press associations and sponsoring organizations and understanding job demands and rewards for association directors can help provide direction for…

Offers ways in which a principal can support student and teacher transformation. Lists 12 characteristics of a transformational principal. (SC)

The struggle against illiteracy is a problem of great importance in Turkey, and the democratization and secularization processes have been difficult. Despite strong educational efforts in recent years, Turkey still presents various forms of inequality, such as considerable disparities between men and women, between town and country, and between…

Compares Finland to "third-world" countries in order to examine the meaning of being peripheral in vocational education. Discusses how centers and peripheries are changing, requiring more cultural sensitivity in vocational education research. Contains 55 references. (SK)

Provides an overview of the national education system today and presents some background to the latest round of reforms in Japan. Highlights new emphasis being placed on diversity and individuality in schools and on the promotion of lifelong learning. (ASK)

Examination of how British government-funded Guidance and Learner Autonomy projects served as change management models in higher education identified issues of context, planning, ownership, leadership, and continuance. A micro-political framework involving multiple interests, agendas, goals, and motives was considered more effective for innovation…

Rural agricultural development is facing challenges of poverty, hunger, and environmental quality, necessitating sustainable, profitable, and productive practices. Extension education is challenged to increase diversity, relevance, and financial support. Examples of World Bank innovations illustrate some pathways for agricultural extension. (SK)

This paper begins by discussing the relationship between democracy and development in Africa and the Gambia in particular. It then examines the potential role of the school inspectorate in the Gambia in helping to put education for democracy on a sustainable footing. The inspectorate not only evaluate and advise teachers but also provide ongoing…