Editorial
2
hr. 1. Ed~rratrorzol Dewlopnwr. Vol. 12. No 4. pp. X-256. 1992 Printed in Great Britam EDITORIAL 1)73&05’93/Y2 $5.00+ 00 Pcrgamon Press Ltd Most of the papers in this issue are selected from papers that were presented at the Oxford Conference on the Reform of Educational Systems to Meet Local and National Needs that was held, partly under the auspices of the International Journal of Educational Develop- ment, at University College, Oxford, in September 1992. The remainder of the papers will be published by the University of Man- chester School of Education on behalf of the Conference Organisers in November 1992. De- tails of this publication can be obtained from either Professor John Turner at Manchester or from Bill Ozanne, Secretary of the Znterna- tional Journal of Educational Development. The latter can certainly give you details of the next Oxford Conference to be held at New College, Oxford, 24-28 September 1993, on the Changing Role of the State in Educational Development. For the past 30 years the agenda for educational aid and directions of educational development have been set by external aid agencies, most particularly the World Bank. In the first of the Conference papers Kenneth King explores the changing relationships of aid donors and recipient countries showing how increasingly a new partnership is being established. However, as King rightly points out, it is still an unequal partnership. While external aid agencies, like the World Bank. may now have the information to help them decide what is likely to be successful and what is not and while they are keen to help developing countries build up their own educational and managerial capacity, certain countries may still insist on a particular programme and may not have the internal infrastructure to see the programme through to completion. Moreover, many bilateral agencies have not even begun to analyse their aid policies and programmes or the implications for themselves if they move towards allowing recipient governments to call the tune. This is a disturbing and thought-provoking paper. From the theory to the practical, Ishumi examines how SIDA sponsored projects in Tanzania over a 20-year period have been managed and have benefited Tanzanian de- velopment in adult and primary education as well as in vocational and technical training. Perhaps because Sweden has had no colonial hang-ups, has concentrated its aid resources and has shown a pragmatic hardheaded realism, its programmes have succeeded more successfully than many other bilateral agencies. Sheldon Shaeffer takes us on from supra- national pressures for educational reform to the grassroots, showing how, given the right motivation, parents and the local community can force through and sustain educational innovation. However, from a variety of examples from throughout the developed world Shaeffer highlights different types of innovation. However, from a variety of examples from throughout the developing world, Shaeffer highlights different types of innovation, common problems and areas of friction. As with most new developments new skills are required and training opportunities are opened up. The big question remains as to how much training can adopt universal princi- ples and how much has to be localised. Warwick and Reimers to some extent follow this through in the context of Pakistan. They have examined a broad spectrum of educa- tional reforms and innovations and rightly suggest that while some have been heralded as great successes, in effect. many have failed.The failure has been most acute is where local co- operation has been largely unsought. Finally, Avalos examines the 1991 Edu- cation Sector Review in Papua New Guinea which analysed why so many educational goals had not been achieved. One assessment is that reform has been undertaken too cautiously. Avalos shows that not only is there a desire to break free from existing straitjackets but that a crucial area for reforms must lie in teacher training. How often has this been
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hr. 1. Ed~rratrorzol Dewlopnwr. Vol. 12. No 4. pp. X-256. 1992 Printed in Great Britam
EDITORIAL
1)73&05’93/Y2 $5.00+ 00 Pcrgamon Press Ltd
Most of the papers in this issue are selected from papers that were presented at the Oxford Conference on the Reform of Educational Systems to Meet Local and National Needs that was held, partly under the auspices of the International Journal of Educational Develop- ment, at University College, Oxford, in September 1992. The remainder of the papers will be published by the University of Man- chester School of Education on behalf of the Conference Organisers in November 1992. De- tails of this publication can be obtained from either Professor John Turner at Manchester or from Bill Ozanne, Secretary of the Znterna- tional Journal of Educational Development. The latter can certainly give you details of the next Oxford Conference to be held at New College, Oxford, 24-28 September 1993, on the Changing Role of the State in Educational Development.
For the past 30 years the agenda for educational aid and directions of educational development have been set by external aid agencies, most particularly the World Bank. In the first of the Conference papers Kenneth King explores the changing relationships of aid donors and recipient countries showing how increasingly a new partnership is being established. However, as King rightly points out, it is still an unequal partnership. While external aid agencies, like the World Bank. may now have the information to help them decide what is likely to be successful and what is not and while they are keen to help developing countries build up their own educational and managerial capacity, certain countries may still insist on a particular programme and may not have the internal infrastructure to see the programme through to completion. Moreover, many bilateral agencies have not even begun to analyse their aid policies and programmes or the implications for themselves if they move towards allowing recipient governments to call the tune. This is a disturbing and thought-provoking paper.
From the theory to the practical, Ishumi examines how SIDA sponsored projects in Tanzania over a 20-year period have been managed and have benefited Tanzanian de- velopment in adult and primary education as well as in vocational and technical training. Perhaps because Sweden has had no colonial hang-ups, has concentrated its aid resources and has shown a pragmatic hardheaded realism, its programmes have succeeded more successfully than many other bilateral agencies.
Sheldon Shaeffer takes us on from supra- national pressures for educational reform to the grassroots, showing how, given the right motivation, parents and the local community can force through and sustain educational innovation. However, from a variety of examples from throughout the developed world Shaeffer highlights different types of innovation. However, from a variety of examples from throughout the developing world, Shaeffer highlights different types of innovation, common problems and areas of friction. As with most new developments new skills are required and training opportunities are opened up. The big question remains as to how much training can adopt universal princi- ples and how much has to be localised.
Warwick and Reimers to some extent follow this through in the context of Pakistan. They have examined a broad spectrum of educa- tional reforms and innovations and rightly suggest that while some have been heralded as great successes, in effect. many have failed.The failure has been most acute is where local co- operation has been largely unsought.
Finally, Avalos examines the 1991 Edu- cation Sector Review in Papua New Guinea which analysed why so many educational goals had not been achieved. One assessment is that reform has been undertaken too cautiously. Avalos shows that not only is there a desire to break free from existing straitjackets but that a crucial area for reforms must lie in teacher training. How often has this been
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heard over the past 30 years! It remains to be educational development in the 1990s will, I seen whether the new reform proposals will suspect, be recurring themes, not only of this be any more effective than previous ones. The journal but of numerous conferences as well. role of the state, the role of international aid agencies and the role of communities in KEITH WATSON
