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IN DECEMBER 1993 A LAW KNOWN AS FINANZIARA 1993 WAS APPROVED BY THE ITALIAN LEGISLATURE. A MINOR ARTICLE OF THIS LAW, ARTICLE 4, INTRODUCED A REVOLUTION IN THE ITALIAN EDUCATIONAL SYSTEM, SINCE IT REQUIRED THAT EACH SINGLE SCHOOL SHOULD BE ALLOWED "FINANCIAL, ORGANIZATIONAL AND EDUCATIONAL AUTONOMY." THE BRIEF STATEMENT OF ARTICLE 4 CHALLENGED THE TRADITIONAL HIERARCHAL AND CENTRALIST ASSUMPTIONS OF THE ITALIAN SYSTEM IN FAVOR OF AN APPROACH BASED ON LOCAL AUTONOMY. THE CONSEQUENCES OF THIS LAW MIGHT BE FAR MORE REVOLUTIONARY THAN ANY INTERVENTION SUGGESTED BY HOPES FOR CHANGE. ALTHOUGH, IN 1996, ARTICLE 4 IS DEAD, THE IDEA OF AUTONOMY IS NOT. MANY ARE AFRAID THAT AUTONOMY MIGHT LEAD TO THE DESTRUCTION OF A SCHOOL SYSTEM THAT WORKS BETTER THAN MOST - FOR INSTANCE, BETTER THAN THE U.S. SYSTEM WHICH HAS LOCAL AUTONOMY AS A TRADEMARK.

Efficiency in education implies standards of efficiency and detailed knowledge of the results achieved.

Purpose The purpose of this study was to conduct historical research of the educational systems of the People's Republic of China during the period of 1949-1963. It is hoped that this study will help to clarify the Chinese Communist regime's approach to education and some of the problems encountered in its attempt to mold an educational system suitable for its economic and political need and purpose. More specifically, this study met the following objectives: To know the picture of the school ladder. To understand the deviation between actual practice and propaganda of Communist China's education. To comprehend relationships between Party and educational administration. Procedures The basic methodology in this study was historical. The development of educational system was traced from 1949 to 1963. To accomplish the purpose of this study, the procedures consisted of a review of literature, including government documents, originally periodicals and newspapers and radio broadcasts, a collection of information which provided knowledge of Communist China's education. Findings and Conclusions The Communist China school system was characterized by an emphasis on vocational education, displayed in three ways: First, they set up various technical schools according to different occupations. Secondly, they enhanced the spare-time education for cadres still at work. Thirdly, schools at all levels stressed vocational training. The Communist China school system was a multi-track one. All students of these schools were interchangeable. it was very flexible. The other characteristic of the Communist China School System was abolishment of compulsory education. It is no doubt, the half-work half-study schools in Communist China, that the youth in these schools were able to finish their university education while taking part in labor activities. Eventually, those schools intended to solve financial problems in education and use the youth by enrolling those age 17 to 22 to undertake manual labor for communes. Communist China ...

"This concise review is one of a series prepared at the request of California legislators." ; Reproduced from type-written copy. ; "Selected reading list": p. 36-37. ; Mode of access: Internet.