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The culture of the Indian child equips him well or poorly for edu cation in American schools, depending on how well his culture matches that of the American society which surrounds him. Motivation for school achievement, for instance, is poor by white standards among children of Indian tribes whose culture is based on co-operation rather than on competition. Innately, Indian children have about the same mental equipment as have white children, but their cultural status and experiences cause them to rank lower on educational achievement tests, especially in high-school subjects.—Ed.

The outsourcing of campus services is part of a wider process where UK universities are becoming more like businesses. Private companies are moving into the sector, facilitated by government. This is to the detriment of employees, campus community and collective dialogue. Privatisation is spreading to academia, and learning is becoming less about social benefit and the value of education, and more about what's commercially profitable. This will change the shape and content of the curriculum.

This paper evaluates the efficiency of education and human capital investment practices in the Republic of Macedonia, as a key stimulant in providing the necessary equilibrium between the structures of the labor market, the quality of education and economic growth. The development of higher education is seen as a key stimulator of the vital policy-making strategies which aim to affect a growth in employment. Moreover from the perspective of knowledge accumulation, the internationalization of higher education is seen as both an educational and an economic tool which can be used for increasing the functionality of the Macedonian market economy. Comparisons with Croatia and Germany, aim to address the 'knowledge based' economic outcomes of the contemporary management approach towards investment in knowledge and education. In conclusion, bridging the gaps between the government, the universities and the business sector as well as the students is seen as a key stimulator of the rationale behind investments in education and human capital. Hence, the suggested shift in management practices focuses on the 'bottom-up' management approach, in interaction with 'top-down' management, as a recommended tool for reaching better 'knowledge economy' outcomes.

This paper provides a brief overview of global progress in achieving the six EFA goals and international aid for EFA policies. It shows that despite modest movement in achieving the EFA goals – some of it due to explicit policies and actions under taken by governments, international agencies, donors and NGOs – since Dakar, progress has been uneven. Much of the broad EFA agenda remains unfinished, as none of the goals was reached. The global EFA mechanisms that did work, often did so despite – rather than because of – international attempts to coordinate EFA. Much hope had been placed on external financing to accelerate EFA progress. While aid did increase, the overall volume of external assistance fell well short of the assessed need, was insufficiently targeted to countries most in need, declined as a share of recipient governments' budgets over the period, and was not always delivered effectively. (DIPF/Orig.) ; Dieser Artikel bietet einen kurzen Überblick über die globalen Fortschritte zur Erreichung der sechs EFA-Ziele und der internationalen Hilfe für EFA-Strategien. Es wird gezeigt, dass trotz bescheidener Bewegungen in Richtung der EFA-Zielerreichung – einiges davon durch explizite Richtlinien und Handlungen von Regierungen, internationalen Organisationen, Gebern und NGOs – die Fortschritte seit Dakar uneinheitlich sind. Ein Großteil der breit angelegten EFA-Agenda bleibt unvollendet, da keines der Ziele erreicht wurde. Die globalen EFA-Mechanismen funktionierten trotz, nicht wegen internationaler EFA-Koordinationsbemühungen. Viel Hoffnung war auf die externe Finanzierung von EFA gelegt worden, um EFA-Fortschritte zu beschleunigen. Während die Beihilfen zugenommen haben, fiel das Gesamtvolumen der Außenhilfe deutlich unter das als notwendig Ermittelte, wurde unzureichend in den bedürftigsten Ländern fokussiert, ist als Anteil der Budgets der Empfängerregierungen für den Zeitraum zurückgegangen und wurde nicht immer effektiv ausgeliefert. (DIPF/Orig.)

This special issue examines the politics of gender in relation to higher education, creative practices and historical processes in electronic music, computer music and sound art. The starting point is a summary of research findings on the student demographics associated with the burgeoning of music technology undergraduate degrees in Britain since the mid 1990s. The findings show a clear bifurcation: the demographics of students taking British music technology degrees, in comparison to traditional music degrees and the national average, are overwhelmingly male, from less advantaged social backgrounds, and slightly more ethnically diverse. At issue is the emergence of a highly (male) gendered digital music field. The special issue sets these findings into dialogue with papers by practitioners and scholars concerned with gender in relation to educational, creative and historical processes. Questions addressed include: What steps might be taken to redress gender inequalities in education, and in creative, compositional and curatorial practices? How can we combat the tendency to focus exclusively on the 'problem of women' while at the same time ignoring the challenges posed by the marked styles of masculinity evident in these fields? Is the gendering of electronic and digital musics and sound art evident in certain aesthetic directions? And what musical futures are augured by such imbalances?