ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Education in the 1990s

S Shukla Education for Development in Asia by Jandhyala B G Tilak; Sage Publications, New Delhi. 1994; pp 245, Rs 275 (cloth). Learning from Conflict: Tracts for the Times, by Krishna Kumar, Orient Longmans, New Delhi, 1996; pp xiv + 81, Fifth Survey of Research in Education, National Council of Educational Research and Training; Vol I, NCERT, New Delhi, 1997; pp xii + 735. Price unstated.

Education in the 1990s

S Shukla Education for Development in Asia by Jandhyala B G Tilak; Sage Publications, New Delhi. 1994; pp 245, Rs 275 (cloth). Learning from Conflict: Tracts for the Times, by Krishna Kumar, Orient Longmans, New Delhi, 1996; pp xiv + 81, Fifth Survey of Research in Education, National Council of Educational Research and Training; Vol I, NCERT, New Delhi, 1997; pp xii + 735. Price unstated.

Intellectuals, Nation and the People

S Shukla TWO basic issues arising from Andre Beteille's very full obituary tribute to S C Dube (EPW, March 30) should not be allowed to be obscured.

The Third Stratum

The Third Stratum S Shukla NIRMAL MUKARJI lucidly brings out (EPW, May 1) some of the questions raised by according constitutional status to panchayats and municipalities through the 73rd and 74th Amendments. More fundamental issues lurk in the background.

Colonial Pedagogy

education may be accepted for lower category jobs like peon, etc But all other, jobs, both in government and private sector, require a minimum of graduation and they do carry substantial salaries and other monetary benefits. In other words, higher education helpsindividuals to earn private income/wealth much more than contributing to the general welfare of the society. Under these circumstances, higher education cannot be treated as a social good, ft is a private good and definitely constitutes private wealth/property. If this logic is accepted, then can we ask the state (government) to spend public funds to create private property for individuals to earn income for themselves? This is a crucial issue. Such a policy is economically unwarranted, socially unjust and financially disastrous to the governments. It does not serve any justifiable social purpose like redistributing income from rich to the poor. On the contrary, it may redistribute income from the poor (who also contribute to government revenue) to the rich people who would benefit more.

Literacy and Development-Retrospect and Tendencies

Literacy and Development Retrospect and Tendencies S Shukla There appears to be little basis for modifying the widely accepted understanding that socially handicapped groups continue to lag in literacy. This trend can be expected to grow and its full impact will be felt in another decade or two.

Educational Studies Flickers of Hope

stitution (Amendment) Bill which would provide for the incorporation of some new articles covering the status and the role of the Prasar Bharati. All these articles may be grouped together under, say, Part XVA, and the articles may be numbered as 329B, 329C and so on. It appears that unless the left parties

Education and the Social Order

Education and the New International Order edited by J Veeraraghavan; Delhi Concept Book Co and National Institute of Educational Planning and Administration, 1983; pp 147, Rs 60.

Educator as Historian

and comparative advantages suggests widely divergent experiences among countries at different levels of development. The interests of newly industrialising countries such as South Korea, Taiwan, Singapore, India, Mexico and Brazil, are distinct not only from those of other members of the LDC-club, but are often unique to the specific country, "Outside the diplomatic conveniences of international agencies and other aid donors", someone has said, "there is a real sense in which the Third World no longer exist". If one tries to establish common positions among countries with such divergent prospects, the obvious danger is that agreement can be reached only by adding up the various interests to the different categories of countries, a practice which results in long 'shopping lists' and makes negotiations very difficult to manage.

Priorities in Educational Policy

S Shukla In the present circumstances, one can either insist on a fully democratic and modern programme of educational reconstruction and await

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