Fägerlind / Saha Education and National Development

A Comparative Perspective
1. Auflage 2014
ISBN: 978-1-4831-5449-7
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 302 Seiten, Web PDF

Education and National Development: A Comparative Perspective discusses the correlation between education and national development. The book is comprised of nine chapters that cover several concerns regarding the subject matter, such as the theoretical underpinning, dimensions, policies, and practice. The first chapter discusses the origins of modern development thought, while the second chapter talks about how formal schooling can serve as an ''agent of change''. Chapters 3, 4, and 5 cover the various dimension development, which are economic growth, employment, quality of life, and political system. Chapter 6 discusses strategies for educational reform, while Chapter 7 deals with the evaluation of development policy. The eighth chapter provides a comparative discourse about education and development under capitalism and socialism. Chapter 9 talks about education, the state, and development. The book will be of great interest to readers concerned about how education correlates with national development.

Autoren/Hrsg.

Fägerlind, Ingemar

Saha, Lawrence J.

Inhaltsverzeichnis

1;Front Cover;1
2;Education and National Development: A Comparative Perspective;4
3;Copyright Page ;5
4;Table of Contents;12
5;List of Figures and Tables;14
6;PART I: Conceptions of Societal Development;16
6.1;Chapter 1. The Origins of Modern Development Thought;18
6.1.1;What is Development?;19
6.1.2;Historical Analysis of Development Philosophies;20
6.1.3;Classic Cyclical Theories;21
6.1.4;The Enlightenment Optimism;23
6.1.5;Evolutionary Theories of the 19th and 20th Centuries;26
6.1.6;Structural-Functionalism;29
6.1.7;Modernization Theory;30
6.1.8;Human Capital Theory;32
6.1.9;Marxist Theories of Development;34
6.1.10;Dependency Theory;36
6.1.11;Liberation Theory;39
6.1.12;Four Models of Development Theories;40
6.1.13;Dimensions of Development Models;43
6.2;Chapter 2. Education and Development: the Emerging Confidence in Formal Schooling as an Agent of Change;46
6.2.1;The Emergence of Formal Schooling and its Transformation;47
6.2.2;Schooling and the Industrial Revolutions in England and Japan;51
6.2.3;The Importance of Literacy;54
6.2.4;Formal Education and the Mobilization of Human Resources;59
6.2.5;The Modernizing Influence of Education: a Pre-condition for Economic Development;62
6.2.6;Educational Costs and Development;65
6.2.7;Education and the Labor Market Crisis;67
6.2.8;Education and Development: Radical and Neo-Marxist Critiques;69
6.2.9;Conclusion;72
6.2.10;Notes;74
7;PART II: Dimensions of Development;76
7.1;Chapter 3. Education, Economic Growth and Employment;78
7.1.1;Economic Growth as Development;78
7.1.2;Economic Growth in Capitalist and Socialist Societies;82
7.1.3;Economic Growth in Developed and Less-developed Societies;84
7.1.4;Economic Growth in Industrial and Non-industrial Societies;88
7.1.5;Education: Costs and Gains to Society and to the Individual;91
7.1.6;Matching Education with the Job Market: Recruitment, Curriculum and Performance;95
7.1.7;What Kinds of Education? — Some Concluding Remarks;101
7.1.8;Future Trends and Future Needs;103
7.1.9;Notes;104
7.2;Chapter 4. Education, Modernization and Quality of Life;107
7.2.1;The Modernization Process;108
7.2.2;Education and Modernization;112
7.2.3;Education and Modernization: a Critique;120
7.2.4;Modernization and Development;122
7.2.5;Modernization, Quality of Life and Development;126
7.2.6;The Human-needs Approach to Development;127
7.2.7;Education, Modernization and Development: a Summary;130
7.2.8;Notes;131
7.3;Chapter 5. Education, Political Mobilization and Development;133
7.3.1;Political Development;133
7.3.2;Education and Political Development;135
7.3.3;The Impact of Political Systems on Educational Structures;145
7.3.4;Conclusion;150
7.3.5;Notes;151
8;PART III: Policy and Practice;152
8.1;Chapter 6. Strategies for Educational Reforms;154
8.1.1;Theories of Educational Reform;155
8.1.2;An Historical Example: Educational Reforms in Sweden 1527—1977;158
8.1.3;Education of the Elite;159
8.1.4;The Literacy Reform;160
8.1.5;The Elementary School Reform;164
8.1.6;Economic, Political and Ideological Background to the Comprehensive School Reform;166
8.1.7;The Merging of the Elementary and the Elite School Systems;169
8.1.8;Educational Reform and Societal Development: some General Observations;173
8.2;Chapter 7. Evaluation of Education in Development Policy;176
8.2.1;The Underlying Assumptions of Education and Development Policy;178
8.2.2;The Specification of Desired Outcomes and Goals;181
8.2.3;The Evaluation of Cognitive Outcomes;183
8.2.4;The Methodology of Evaluation Research;185
8.2.5;Three Examples of Evaluation Research;193
8.2.6;The Politics of Educational Policy and Reform;204
8.2.7;Notes;206
9;PART IV: Towards a Typology for Education and Development;208
9.1;Chapter 8. Education and Development under Capitalism and Socialism;210
9.1.1;Education and Dialectics;210
9.1.2;American Education in Entrepreneurial and Corporate Economies;213
9.1.3;Indonesian Education and Cultural—Ideological Pluralism;215
9.1.4;A Typology of Education and Development;221
9.1.5;Development in the Capitalist State;222
9.1.6;Education and Capitalist Development;226
9.1.7;Development in the Socialist State;233
9.1.8;Education and Socialist Development;239
9.1.9;Education and Development in Changing Perspective;245
9.1.10;Notes;247
9.2;Chapter 9. Education, the State and Development;249
9.2.1;The Determinate Effects of Education;249
9.2.2;The Contradictions of Educational Expansion;251
9.2.3;Education, the State and Development;257
9.2.4;Education, the State and Development in Capitalist and Socialist Societies;260
9.2.5;Education and Development: Concluding Comments;266
9.2.6;Notes;268
10;Bibliography;270
11;Name Index;286
12;Subject Index;292