Suchergebnisse

English education in India is partly responsible for the dualistic pattern of development that India has experienced. The first and foremost need in the education sector, if it is to orient technology towards self-reliant economic development, is to wipe out the remaining vestiges of colonial education. This paper attempts to show how the education system can be helpful in generating and disseminating technology for self-reliant economic development. (DSE)

Indonesia is facing a problem with education outcomes, both in access and quality. To increase education access and participation, the President of Indonesia committed to implementing a 12-years compulsory education policy. As a result, upper secondary education's completion rate has increased significantly in districts that implement 12-years compulsory education rather than in districts that did not implement it. Strategies attached to the policy also considerably affect the completion rate, except for providing community learning centers. However, in every model, the implementation of 12-years compulsory education always significantly affects upper secondary education's completion rate. The district government that implemented 12-years compulsory education has achieved this condition because of the innovative effort to reach this target.

TABLE OF CONTENTS -- FOREWORD -- INTRODUCTION BY THE EDITORS -- REFERENCES -- EVOLUTIONARY PARADIGM SHIFTING IN MORAL PSYCHOLOGY IN KOHLBERG'S PENUMBRA -- INTRODUCTION -- KOHLBERG'S MORAL WORLDVIEW -- Interdisciplinarity as the Foundation of Kohlberg's Moral Development Theory -- Constructivist Moral Worldview and Epistemology -- Theory of Moral Stages, Moral Types, and Development -- Dialogue, Discussion, and Reflection -- SUMMARY, CONCLUSIONS AND PROJECTIONS -- REFERENCES -- LAWRENCE KOHLBERG'S LEGACY: RADICALIZING THE EDUCATIONAL MAINSTREAM -- ABSTRACT -- INTRODUCTION

The author presents historical review of specialized education for blind and visually impaired children in India and addresses particularly the issue of mainstreaming these students into integrated settings. Data and discussion of rural education projects and teacher training programs are outlined. Suggestions for further development for identifying and educating blind and visually impaired children conclude the paper.

ABSTRACTMany countries have experimented with decentralization and privatization policies in hopes of increasing public sector efficiency. This article explores the impact of decentralization and privatization of education in Chile. Decentralization did have some benefits such as improved administrative efficiency and greater productive efficiency. However, government size, as measured by the total personnel working in the education sector, increased under decentralization. Privatization of education in Chile created a type of voucher system. Although educators are more accountable to parents who compare products, the greatest problem is that schools do not necessarily respond to competition by promoting better quality education. Comparisons of student performance in public and private schools in Chile is not conclusive, but national average scores have not risen even though private provision of education has expanded dramatically while public education has waned. Finally, both decentralization and privatization resulted in greater inequity in expenditures and in the performance of students from different income groups.

The following piece contains the reflections of Maithreyi Krishnaraj, a wellknown senior feminist scholar on 'Feminism, Epistemology and Education' by Shirley Pendlebury, in David Car( Ed.) Education, Knowledge and Truth (Routledge, 1998, pp. 174–188). Re-visiting it after twenty years, she feels that Pendlebury's views still have relevance.