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On April 2nd, 1969, the Canadian Rouse of Commons received a report about the External Aid program which revealed in part that in no year, between 1964 and 1969, had expenditures reached the level of parliamentary appropriations and authorizations. The discrepancies had been of the order of $73.5 millions in 1965; $71.0 millions in 1966; $65.7 millions in 1967; and $101.7 millions in 1968. These unexpended funds represented approximately 20% of the total of appropriations for both bilateral and multilateral programs, for in no year was the total appropriated more than $317.5 millions. Why the unexpended funds when Parliament and the people of Canada recognize the need for external aid? Are the pursestrings being held too tight? Is the professional element being strangled by the political? Is red-tape playing an overly important part in the process? These and a host of other questions need to be asked and answered in order to arrive at any kind of responsible explanation for a discrepancy that it as large as it is serious.

"In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa and is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. However, the precise extent and nature of these impacts remain unclear, particularly in light of contemporary global, social and economic challenges. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues."

Note: Since this brief review of educational reform in Tanzania is intended to offer insight into a number of problems that confront those involved in transforming the recently independent societies of southern Africa, and since my research on these issues is still at a preliminary stage, I present my comments in schematic form. A brief note on resources and selected citations appear at the end.At the end of colonial rule in Africa, almost everywhere the formal educational system was assigned major roles in the construction of the new society. Skilled personnel had to be trained to replace the departing Europeans. The vast expansion of social services required many new doctors, engineers, and architects. The increased responsibilities of the public sector required managers, accountants, and planners. And, of course, there had to be a rapid increase in the teaching corps, at all levels.

The importance of adult education is growing steadily— be it in relation with migration, matters of inclus - ion, the work place etc. Thus, this international perspective on the most important research issues in adult education is a wealth of knowledge for anyone related to this field. The book is composed as a text book and thus, provides didactic material for discussion and further exploration of research in the field of AE from an international perspective. From the Contents: EU policy in Education and AE: links with Research opportunities on the field Support for Research in Adult Education in the European Union Main areas of Research in AE at the International level · Research on Migration. · Research on Inclusion, Access and Participation · Professionals, Assessment and Counselling · Learning in the Workplace International organisations and networks with influence to Adult Education

What lessons can we learn from the relationship between policy-makers and schools over the life of the 'New' Labour and its predecessor Conservative government? What happened to 'Education, Education, Education' as it travelled from political vision to classroom practice? What are the lasting legacies of 13 years of a reforming Labour government? And what are the key messages for an incoming government? These are the questions addressed to the architects of educational reform, their critics and the prophets of better things to come. The 37 interviewees include ministers past and present, journ

In order to understand the advanced, scientific concepts of the various disciplines, students cannot rely on the simple memorization of facts. They must learn how to restructure their naive, intuitive theories based on everyday experience and lay culture. In other words, they must undergo profound conceptual change. This type of conceptual change cannot be achieved without systematic instruction that takes into consideration both individual, constructivist and sociocultural factors. Teachers must find ways to enhance individual students' motivation by creating a social classroom environment that supports the creation of intentional learners who can engage in the deep and enduring comprehension activities required for the revision of conceptual knowledge.

This paper studies the design of education policies in a setting in which optimal redistributive labor taxation is available. It is usually argued that the crucial parameter to guide education policy is the complementarity of education and ability. This is true only when labor supply is fixed or when income taxes are not allowed. I show that, if labor supply is endogenous and if the government can tax income in a nonlinear way, the crucial parameter is how the education elasticity of wage changes with ability. Taking the elasticity criterion into account, education subsidies are optimal in cases in which, under the complementarity criterion, education taxes would be optimal. To do this, I use an asymmetric information setting that motivates nonlinear taxation of income and education. © 2007 Springer Science+Business Media, LLC.

The European arena of lifelong learning offers rich country-specific portfolios of historical trajectories, policy frameworks and practical evidence of adult and continuing education. This book provides an introduction to the case of Norway and outlines the key features of the Norwegian system alongside issues such as political and legal agendas, schemes of participation, provision and financing or trends in professionalization, research areas and transnational linkages. Through the lens of adult and continuing education, the author invites researchers, practitioners, students and persons interested in international-comparative perspectives to a tour d'horizon of the Norwegian lifelong learning landscape.

It was a great shock to the American public to learn that during the Korean War some American prisoners had co-operated with their captors. It was obvious that they had acted under pressure, and it came as a surprise both that helpless prisoners had been subjected to such pressures and that Americans had yielded to them. It had long been taken for granted that prisoners of war would be treated according to the gentleman's code (except, possibly, for isolated outrages). It was overlooked that modern totalitarianism had never recognized the gentleman's code but had denounced it as a fraud, meant to facilitate the exploitation of the masses.