School
Conclusion
As nations continue to examine the goals of education, systemic reform will encompass a variety of strategies that will require everyone in the educational system to change their roles and relationships. There are cross-national perspectives that present models from research that encompass collaboration and integrative services. The challenge for policy makers and educational leaders is to develop programs that will create, nurture, and sustain healthy learners, families, schools, and communities throughout the world.
Neither top-down nor bottom-up approaches to reform will, alone, effect reform. Genuine reform cannot be forced. Reform strategies must be tailored to political environments. Each country is different; consequently, each country engages in reform for different reasons.
See also: ACADEMIC ACHIEVEMENT; ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD); CHILDHOOD; DISABILITIES; FAMILY LITERACY; HOMESCHOOLING; INTERGENERATIONAL PROGRAMMING; LEARNING DISORDERS; SCHOOL PHOBIA AND SCHOOL REFUSAL; UNEMPLOYMENT
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Other Resources
"Child Labor Rife in Morocco." (1999). BBC News Online: World. United Kingdom. Available from http://news.bbc.co.uk.
"Children in Jeopardy." (1999). United Nations Children's Fund, New York. Available from www.unicef.org.
Filmer, D. (1999). "The Structure of Social Disparities in Education: Gender and Wealth." World Bank Policy Research Report. Available from http://www.worldbank.org/gender/ppr.
MITZI A. LOWE
Additional topics
Marriage and Family EncyclopediaPregnancy & ParenthoodSchool - School Culture, Truancy And School Dropouts, Collaboration: Linking Schools With Social Services, Conclusion