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Education for Decline -OS
Education for Decline -OS
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Perestroika - economic and political reform - is what the world associated with Mikhail Gorbachev when he led the USSR. There were, however, some political scientists in the West who saw Gorbachevism as a time of conservatism, not of radical change. Dennis Soltys confirms the latter view in this study of educational policy and institutions in the former Soviet Union. Focusing on vocational and technical schooling, Soltys reveals very strong continuity from Khrushchev to Brezhnev to Gorbachev. S…

Education for Decline -OS (el. knyga) (skaityta knyga) | knygos.lt

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Perestroika - economic and political reform - is what the world associated with Mikhail Gorbachev when he led the USSR. There were, however, some political scientists in the West who saw Gorbachevism as a time of conservatism, not of radical change. Dennis Soltys confirms the latter view in this study of educational policy and institutions in the former Soviet Union. Focusing on vocational and technical schooling, Soltys reveals very strong continuity from Khrushchev to Brezhnev to Gorbachev. Soltys examines the role of ideas, institutions, and societal actors in the development of educational policy, with emphasis on the period from 1981 to 1991. He demonstrates how poor conceptual design and institutional fragmentation damaged Soviet education at all levels. Commercial entrepreneurs, diplomats, and development agencies should give this book serious consideration.

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Perestroika - economic and political reform - is what the world associated with Mikhail Gorbachev when he led the USSR. There were, however, some political scientists in the West who saw Gorbachevism as a time of conservatism, not of radical change. Dennis Soltys confirms the latter view in this study of educational policy and institutions in the former Soviet Union. Focusing on vocational and technical schooling, Soltys reveals very strong continuity from Khrushchev to Brezhnev to Gorbachev. Soltys examines the role of ideas, institutions, and societal actors in the development of educational policy, with emphasis on the period from 1981 to 1991. He demonstrates how poor conceptual design and institutional fragmentation damaged Soviet education at all levels. Commercial entrepreneurs, diplomats, and development agencies should give this book serious consideration.

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