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In an attempt to throw light upon a wide range of empirical data in the field of race relations & educ, a typology of race relations systems derived from P. Mason's PATTERNS OF DOMINANCE (Oxford, England: Oxford U Press, 1970)- dominance, paternalism & competition-is employed. In a society characterized by dominance, there is minimal SM, educ tends to be limited to the upper strata & to be justified by an ideology based on the supposed superior genetic inheritance of the dominant group. Paternalism is found where the need for skilled laborer produces a limited extension of educ & hence of SM. Although 'intelligence' is now the criterion for advance, the prevailing ideology entails the view that mental ability is found overwhelmingly in the dominant strata. Competitive types of dominance tend to emerge in advanced stages of industr'ization where equality of educ 'al opportunity becomes an econ demand as well as a matter of moral principle. Here, formal or legalized discrimination is no longer official policy, but may nevertheless be practiced by covert means, &, when exposed, justified by elitist ideologies. Evidence is then cited which suggests that patterns of conflict & tension in the wider society tend to be reflected inside the Sch, formally through the org of educ & curriculum, informally where negative stereotypes are employed by educators, parents & pupils in such a way as to affect expectations of performance. Suggestions for the reduction of intergroup tension & conflict are then examined-as they affect the total society, the Sch & the curriculum. Where educ is seen as a means of upward SM which may be used, consciously or unconsciously, by those who control it to maintain patterns of dominance, the role of the teacher in such a system is questioned. AA.

A four-wave panel study of West Allis, Wisconsin, homeowners, conducted from 1981 to 1986, found some evidence of a relationship between education and knowledge of energy issues, especially among the more educated readers of newspaper energy stories. There was some tendency—although not strong—for an intitial knowledge gap: the more educated seemed to learn more than did the less educated at first. This difference diminished over the period of the study, a pattern that appears consistent with decreasing media attention to the energy issue during that time. Some other results of this study suggest that further research is warranted into the effects of audience information processing capabilities and techniques on memory for mass mediated information.

This paper considers intra‐family financing of human capital under the assumptions that individuals are selfish and binding contracts are not feasible. Cooperation among family members is possible through a family norm (a family 'social capital') which prescribes the obligations to be met at each stage in life and sanctions for those who deviate. We characterize the set of self‐enforcing transfers and show that there is a downward bias in the family provision of education. This gives a rationale for public action as a remedy to the lack of commitment between selfish family members.

Contributions to this volume from diverse perspectives explore pedagogical practices of the contemporary world, namely the school. Themes of autonomy, authority and liberalism are surfaced in the debates and highly innovative insights presented in this book where philosophical perspectives shed light on the theoretical underpinnings of formal education and schooling. How we interpret the self, humanity and the world connects to perspectives on compulsory education. General theoretical issues surrounding compulsory education are often tested through more concrete aspects of schooling, some of which have a specific origin in, or particular bearing on, the current socio-political conditions of schooling. For this reason, this book is sensitive to context and to empirical and concrete dimensions of the educational venture, and takes into account current concerns about neo-liberal policies and their effects on schooling. As a philosophical-educational intervention in the topic of compulsory education, these chapters draw connections between older philosophical debates on compulsoriness and new developments and emphases in schooling.

"Reprinted from 'The Times',for the Manchester education bill committee." ; Mode of access: Internet.

Adolescence is a time of rapid growth and development physically, emotionally, and cognitively. For girls it is a stage of life during which education, when effectively provided, can be transformative. One of the most significant problems in most developing countries is the failure of education systems to realize their potential for empowering adolescent girls by providing economically productive skills. Education during adolescence can protect girls from the risks of premature sexual initiation and allow them to postpone marriage and childbearing and experience a childhood without the burden of excessive domestic work. Schools have the potential to fully empower girls to translate learning and skill acquisition into remunerative employment, better health, effective citizenship, and gender equity in society later in life. This guide is one of a set of five GIRLS FIRST! Perspectives on Girl-Centered Programming thematic reviews addressing the five strategic priorities defined in the UN Joint Statement, "Accelerating Efforts to Advance the Rights of Adolescent Girls," which supports governments and partners in advancing key policies and programs for the hardest-to-reach adolescent girls.

This article touches upon the issues of changes in the educational system in the knowledge society. The main purpose of this research is the study of new teaching methods, with due regard to the needs of society and human potential. For this purpose, educational methods of the US and Russia were analyzed and compared, their advantages and disadvantages were estimated, and common trends in the development of education were identified. It is stated that during the formation of innovative methods of education for future generations, it is necessary to take into account ethical standards of each ethnic group, culture and traditions of specific country, as well as psycho-physical standards of students. It is justified that the idea of the creation of unified teaching methods for the entire planet population is impossible due to geographic, ethnic, political, and economic differences of every country. However, according to research results of popular techniques, it is possible to develop a model of the most appropriate educational method for the vast majority of countries with due consideration of constant development of science as the main influence factor on methods of education. It is concluded that the general trends of global education are individualization and humanization. They lead to the formation of flexible, critical, creative and effective thinking of students in terms of variability and uncertainty of social reality.