While there are several existing studies of schools which have been deliberately set up to be democratic, there are few of schools which have set out to democratize their existing, primarily authoritarian structures. This article seeks to begin to fill this gap by discussing the reasons for democratization and the responses of participants in two schools that have attempted such democratic change—one in the United Kingdom and one in South Africa. In both studies, the role of pupil participation as one means of enhancing levels of school effectiveness is explored.
Education has been a driving force for developmental activities in all spheres associated with human development. Development as a phenomenon can acquire many forms, depending upon nature, cause and purpose. However, the relation of education to development is manyfold. It can be construed, in other words, that the role and contribution of education in development is crucial and immense. The current book, Education and international development, by Clive Harber, tries to define the concept of development from an international perspective and links it with educational interventions at different levels in the developing world.
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