Social, Political, and Economic Variables Associated with Successful and Unsuccessful Educational Change Efforts: Kenya, Japan, Malaysia, the Soviet Union and the United States.

Autor/inn/en	Reilly, David; und weitere
Titel	Social, Political, and Economic Variables Associated with Successful and Unsuccessful Educational Change Efforts: Kenya, Japan, Malaysia, the Soviet Union and the United States.
Quelle	(1992), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Cultural Influences; Developing Nations; Educational Change; Elementary Secondary Education; Foreign Countries; Group Unity; Nationalism; Political Influences; Resistance to Change; Sociocultural Patterns; Socioeconomic Influences; Traditionalism; Japan; Kenya; Malaysia; United States; USSR + Suchen Sie Ihr Suchwort? Lösungsstrategie; Cultural influence; Kultureinfluss; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Ausland; Gruppenidentität; Nationalismus; Political influence; Politischer Einfluss; Soziokulturelle Theorie; Sozioökonomischer Faktor; Traditionalismus; Kenia; USA
Abstract	This paper, using five examples (Kenya, Japan, Malaysia, the Soviet Union, and the United States), explores some patterns of interactions among social, political, and economic activity (SPEA) and seven influences affecting the character of national systems of education. The educational change and improvement efforts in the five countries are described. Discussions about Kenya, Japan, and Malaysia illustrate the interplay of SPEA that have resulted in their educational systems successfully coping with the need to adapt to a rapidly changing world. A discussion of the United States and USSR illustrates how the interaction of SPEA can lead to unsuccessful educational improvement outcomes. A review of the five countries indicates that a sense of national unity, the general economic situation, and basic beliefs and traditions influence the success of efforts at educational reform and improvement. These factors interact with SPEA variables to initiate, drive, and sustain efforts toward educational reform. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC