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In this study the author used conceptual historical method to assess the phenomenon of system transfer and the association between education and development in Mozambique. The assessment was administered through critical analysis of documents pertaining to the Salazar (1924-1966), Machel (1975-1986), and Chissano (1986-2005) administrations. The findings were that (a) the colonial government created economic and educational systems for colonizing Mozambique, whereas the Machel and Chissano administrations adapted foreign systems of government and education (i.e., Socialism, Soviet, Democracy, Portuguese, etc.), to their particular context without altering the inherent theoretical basis of the systems transferred; (b) the Machel and Chissano administrations, implicitly or explicitly, perceived the relationship between education and development as circular causality rather than a unidirectional linear causality, while the Salazar administration perceived it as unidirectional linear causality; and (c) while the Machel and Chissano administrations focused on primary education, literacy campaigns, and education of women and girls, they differed in the reasons for such focus.

Examines the impact of 1980 decentralization & privatization policies on education in Chile, drawing on a number of government & international statistical measures. It is asserted that, although total educational expenditures have fallen, decentralization has led to greater administrative size while maintaining a hierarchical, nonparticipatory school system structure. Increased privatization has not always led to increased competition for school quality, & average national achievement scores have not risen. Inequality of educational opportunity has greatly increased. It is concluded that privatization & decentralization are not always the solution for public sector inefficiency. 6 Tables, 52 References. Adapted from the source document.

Preliminary Material /Phillip W. Jones -- Poverty, Development and Global Power /Phillip W. Jones -- Setting the Limits of Educational Development /Phillip W. Jones -- The Global Architecture of Education /Phillip W. Jones -- The World Bank, Poverty and Development /Phillip W. Jones -- World Bank Policies for Education /Phillip W. Jones -- World Bank Policies, Projects and Reforms for Education Systems /Phillip W. Jones -- Making Education Bankable: Assessing the World Bank /Phillip W. Jones -- A Note on Sources /Phillip W. Jones -- References /Phillip W. Jones -- Author Index /Phillip W. Jones -- Subject Index /Phillip W. Jones.

Values are those characteristics of human beings that provide them motivation and guidance throughout their lives. It is considered as the guiding principles of life that govern behaviour at the core of the personality. Today there is almost a public debate on the erosion of values. Newspapers, magazines and other news media are flooded with the news of immoral and criminal activities which are creating serious threats for the smooth survival of mankind. There is a general feeling that our present system of education is not quite effective in inculcating the right values among the young generation. It is becoming more materialistic day by day and value traditions are being slowly given up. Education is a powerful instrument of social change and human progress. Value orientation in education means inculcation of discipline, a sense of humanism and a deep concern for the well-being of others and the nation among the students. Value orientation in education is seeks to nurture ethical development, including the values, attitudes, and skills required for living in harmony with oneself and with others, including nature. Incorporating Value orientation in Education will result in growth of character, growth in virtues like self-control, tolerance, selfless service, practice of prayer, harmony, to love all people, to help them in need & respect them etc. In this paper, an attempt has been made to conceptualize the value orientation in education, its prospects and challenges. The methodology of this paper is descriptive and required informations are collected from different secondary sources like books, research articles, different government documents etc.

Using data from OECD's PISA, Eurostat and World Bank's WDI, we explore how child cognitive outcomes at the aggregate country level are related to macroeconomic conditions, specifically government education expenditures and early education experience. We find that both government expenditures in education and attendance to early child care are associated with better later school performance. We also consider different childcare characteristics such as duration and quality, which appear to have significant effects Our results may imply that policies encouraging childcare expansion should also take into account quality issues.

This article explores how deliberative democracy has the ability to change how colleges and universities function. Deliberation offers a powerful way for students, faculty, staff, and community partners to learn and practice modes of reasoning and deciding together in a variety of settings such as classrooms, other campus settings, and in communities. The article includes scholarly resources as well as examples of deliberation in various contexts. The article suggests that deliberation can replace, or at least complement, many of the more familiar models pervasive in our institutions.