Comparative Analysis Of Educational Models In Developing Nations

Theordore W.Schultz,who won the Nobel Prize in Economics,believed that most of people were poor in the world,so if we knew the economics of being poor,we would know much of the economics that really mattered(Schultz,1993:1).So,if most of countries of the world are poor,and we understand the road of educational development to being poor,we can understand much of the educational development models and characteristics that really matter.This research focuses on educational development models of developing countries after World WarⅡ.It is based on the practical problems that Chinese educational reform and development face.It also explores the experiences of four highly populated developing countries that are at the same level with China(Brazil,Mexico,Egypt,and India).The purpose of this research is to induce the trend,rule and characteristic of educational development of populated developing countries.It encourages Chinese educational development to go in the right direction,to get out of educational dependency,and to reach educational liberation.In addition,it offers suggestions for educational policies.It will be beneficial for Chinese educational reform and good social development.There are three parts of the dissertation framework.The introduction includes meanings,definitions and methodologies of the research.First of all,this research explains the research meanings from three dimensions,including,educational development model,developing countries and comparative analysis.The dissertation then defines several key conceptions.The concepts defined are:developing countries, development education,development models and educational development models. This research looks to induce and discover the four educational development models, economic growth,social justice,political and cultural models.The research will explore the relationship among educational development,economic development and social development,and how they pertain to efficiency and equity,dependence and independence,and quantity and quality for educational development in developing nations(research design figure 1.0.1).The methodologies used in this dissertation include ideal type,statistical analysis and historical and comparative analysis.PartⅠexamines the four educational development paradigms of economic growth, social justice,political and cultural model.Chapter One traces the history of the development and development theories.It reviews the theories of development(e.g. dependency/world system,modernization,human resource,etc.) It also reviews the paradigm and angles of other subjects.Chapters two through five discover the four educational models by Max Weber's ideal type methodology.This research believes that the educational development in developing countries is mainly gambling between two models of economic growth and social justice.Also,it proposes educational development models in developing countries include political,international organization and cultural models.PartⅡ,which is data analysis,mainly explores three questions:1) Is there any education index difference between developing countries and developed countries? 2)what and how is the difference? 3)What and how does economic growth,social justice,gender and population influence on the education index between developing and developed countries? By quantitative research methods,running SPSS15.0,and by running descriptive and regression analysis of independent and dependent variables,PartⅡexplores the relationship among educational development,economic development and social development between developing countries and developed countries.In brief,there is a significant education index difference between developing countries and developed countries.A descriptive comparison of seven countries shows a significant difference among those five dimensions.Implementing a bivariate correlation analysis,that is,a test of Pearson correlation coefficients,using developed countries and developing countries,there are significant correlations between almost every variable for the education index,economic index,social justice, gender,and population(P＜.01).By linear regression,most of the regression coefficients of two regression equations are in different directions(seven and 13^th variables).This shows that the difference of two development models between developed countries and developing countries is very significant,and it explains powerfully as well.Also,the significant level of the individual variable is different.PartⅢis a historical and comparative analysis.Chapter 8 traces the educational development process and history of developing countries.Chapter 9 conducts a comparative analysis of the educational development among developing countries by three dimensions:educational efficiency and equity,educational dependence and independence,and educational quantity and quality. All in all,there are similar characteristics and trends in the educational development paradigm of developing countries in the economic growth,social justice, political and cultural models.The educational development models in developing countries are going between educational efficiency and equity,dependence and independence,quantity and quality.Thus,we want to find a good balance between them,as we continue exploring and making practical adjustments.