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Problem. Despite the tremendous educational achievements in Nigeria since the launching of the National Policy on Education in 1977, many Nigerians have continued to call for the restoration of mission-operated private schools. This study set out to establish the role of religion in present-day education in Nigeria and to explore ways in which the aims of Christian education could be achieved in addition to the formal school setting. Summary and Conclusions. Utilizing the historical documentary research method, the study reviewed Nigeria's educational history from 1845 to 1980 in the light of the country's cultural, religious (Muslim and Christian), and political influences. The National Policy on Education was seen as the climax of the interplay of the aforementioned influences. The historical, philosophical, and cultural evidence favors the recognition of private schools operated within government guidelines. Plans were projected regarding how Christian denominations could prepare for a Second Chance and also develop alternative ways of achieving the goals of Christian education. A Second-Chance Christian education in Nigeria would enable missions to work under improved conditions and to have easier access to more parts of the country. They would, however, work with a majority of students with differing religious affiliations; lowered academic standards due to mass intake into secondary schools; teachers who feel more obligated to the state than to thedenomination; and insufficient funds for school facilities and equipment. Nigeria needs a Christian education that is (1) consistently biblical in its efforts to impart saving knowledge, foster Christian character development, and promote unselfish service; (2) actively seeking to develop Nigerian cultural values within a Christian context; and (3) effectively generating more caring, honest, and loving citizens that are desperately needed to unify Nigeria. These objectives could be better met if each denomination (1) developed a statement of universal principles of Christian education; (2) established or revitalized the various graded educational activities of the church and the home; (3) utilized the many avenues of the mass media; and (4) trained dedicated and educationally competent pastors and Bible teachers to function as efficient leaders of Christian education.

German political foundations, mainly Friedrich-Ebert-Stiftung (FES) and Konrad-Adenauer-Stiftung (KAS), have a long tradition of political activism in Germany as well as internationally. Founded after the Second World War, their mission was and is the promotion of democracy and civic education. Likewise, they pursue these educational goals abroad, where they have been active for over 50 years. But despite many years of experience in the field of political education across borders, the foundations have hardly been noticed in educational research. Therefore, an international audience shall be made aware of the unique characteristics of the German party related political foundations as actors in the world. This article will address the international dimensions of these organizations: how they operate across borders and what they offer in their educational dimensions. This will show their close entanglement with the official German foreign policy and with the political parties to which they are affiliated in Germany.

Die in der Weiterbildungsforschung sehr verbreiteten Programmanalysen werden eingehend erläutert. Bestehende Datenbestände, Forschungsthemen und methodische Ansätze qualitativer, quantitativer und kombinierender Art werden aufbereitet. Dabei werden drei Typen von Programmanalysen beispielhaft erläutert. Der Artikel endet mit einer Diskussion der Vor- und Nachteile von Programmanalysen in Abgrenzung zur Befragung. Im Fazit werden zukünftige Entwicklungslinien und Herausforderungen skizziert und Anregungen für die weitere Entwicklung von Programmanalysen unterbreitet.

In his scattered and often cryptic writings appearing as political pamphlets, journalistic pieces, cultural reviews, letters from prison and, most particularly, those notes from the same prison that were intended as the foundation for a comprehensive work für ewig (for eternity), Antonio Gramsci provides elements for a large allembracing educational strategy. This strategy is intended to engender an 'intellectual and moral reform' of a scale that, in his view, would render it the most radical reform since primitive Christianity (Festa, 1976). Educational programmes targeting adults featured prominently in this all-embracing educational strategy. To appreciate the importance of the education of adults in this context, one should highlight some key features of Gramsci's social theory. ; peer-reviewed

In dem Artikel wird dargelegt, wie die im Jahre 1984 in traditionellem (bürokratischen) Stil entworfene Reform des sowjetischen Schulwesens allmählich in eine Bewegung zur Umgestaltung (Perestrojka) und zur Demokratisierung des Bildungswesens hinübergewachsen ist. In einem organisierten Zusammenspiel von Kräften der politischen Führung und von pädagogisch engagierten Kreisen der "Basis" entwickelt sich daraus eine reformpädagogische Bewegung. Die Bewegung zielt auf schulische Selbstverantwortung (faktisch auf eine Revision aller geltenden zentralen Statuten für die institutionelle Verfassung des Bildungswesens) und auf "ein neues pädagogisches Denken", auf eine "Pädagogik des Zusammenwirkens", die "vom Kinde aus" zu entwerfen ist und die partnerschaftliche Beziehungen als konstituierendes Merkmal aller Einrichtungen des Erziehungswesens anstrebt. Es werden die Perspektiven dieser Bewegung erörtert. (DIPF/Orig.) ; The author describes how the reform of the Soviet school System, which in 1984 had been designed in the traditional (bureaucratic) style, gradually developed into a movement for a comprehensive reorganisation (Perestrojka) and democratization of the educational System. As a result of an organized interplay of central political forces and pedagogically committed circles of grass-roots democracy an increasing movement for progressive education has started. It is characterized by demands for school autonomy, a critique of the prevailing bureaucratic institutional framework of schooling, and by a new pedagogical thinking based on child centeredness and partnership. Certain aspects of this process and its significance in a long-range perspective are discussed in the article. (DIPF/Orig.)