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After discussing Australian cultural perceptions of Europe, Asia and the Pacific, the author argues that Australian ecucational policy towards "the new Europe" should not be based on geographic Romanticism combined with philistine hard-headedness. He suggests that a planetary perspective may need to supplement existing regionally-oriented studies in Australia in the education of Australians. (DÜI-Sen)

This paper uses a general‐equilibrium model of production and predation to explain observed differences across countries in educational policies. This model predicts, in accord with the facts, that countries in which the government is willing and able to enforce a collective choice to allocate resources to guarding against predators choose to have egalitarian educational policies, which serve to decrease the amount of guarding required to deter predation. In contrast, countries in which individual producers, or small subsets of producers, choose the amount of resources to allocate to guarding against predators, taking the ratio of predators to producers as given, choose to have elitist educational policies, which can serve to decrease the number of potential predators.

Since the governance system of Dutch East Indies was applied in 1800, the Colonial Government require chief laborers from pribumi indigenous or native Indonesian people, who were able to read and write well because the number of European personnel was limited at the time. The necessity for unskilled laborers who could read, write and count was increasing due to the enforcement of Cultuur Stelsel. The necessity for administrative staff was also increasing especially in the companies and goverment institution. The goverment, therefore set up Sekolah Ongko Loro to fulfil the first need, and to fulfil the second need, then it was built Sekolah Kelas Satu (First Level School), a school for nobles or government officials. The occurence of national movement triggered the existance of wild schools (wilde scholen) were strictly eradicated by BB (Binnenlands Bestuur) while for Foreign Eastern Echnicity (China, Arabian), were given freedom to set up schools based on their language and culture. However, in those schools, historical lesson was slightly taught because the Government was worried that it would empower nationalism spirit which began to grow everywhere in early 20th century.