David Phillips’s scientific contributions

Whole issue. Incl. bibl. In countries that are moving from what might be generally described as 'authoritarian' styles of government to various styles of liberal democracy, education systems pass through certains stages or 'processes'. But is it possible to identify any common features that might be observable in systems that are, on the surface at least, very diverse, such as Latvia, South Africa, and the five new Länder (states) of the Federal Republic of Germany that correspond to the former German Democratic Republic. This issue tries toanswer this question through a model that might be applicable both to the countries underconsiderationand to other countries in similar - or comparable - states of transition.

This report examines the main questions that need to be addressed by agencies concerned with processes of reconstruction in countries that have experienced crisis (e.g., war, natural disaster, and extreme political and economic upheaval). The report focuses on educational reconstruction in its various manifestations. Within each heading, the report examines a number of issues exemplified by particular countries. After explaining educational reconstruction and the organizational framework of reconstruction (at the national, local, and institutional levels), the report discusses (1) physical reconstruction (buildings, supply of electricity and water, and environmental safety and security); (2) ideological reconstruction (education for democratization and retraining of teachers); (3) psychological reconstruction (demoralization, lack of confidence, and nostalgia; stress, anxiety, and depression; and trauma); (4) provision of materials and curricular reconstruction (provision of basic equipment, teacher emergency packages, textbooks and other educational materials, and curriculum development); (5) human resources (use of additional human resources, development of new management strategies to strengthen and advance capacity-building among teachers, and inter-university teacher training programs for capacity building); and (6) population and demography (basic needs for survival, development of life and educational skills, provision of basic educational materials, development of human resources, and development of new perspectives and longer-term life skills). Two appendixes present case studies of Bosnia and Rwanda. (SM)

D. Phillips, Team leader. Report for the ODA. Incl. bibl. pp. 64-80 and bibliograhical notes

Also available as periodical: Oxford Studies in Comparative Education, Vol. 8/2, 1998. Incl. bibl. references.