![Sample our Humanities journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5939/TOC-Subject-Sample-2021-Humanities.jpg"})
ABSTRACT
Searching for development paths and suitable educational policies, postcolonial governments often turned to the experiences of other countries and sought to adapt these to their own contexts. Research on such processes has largely neglected the resulting entanglements between postcolonial and European socialist countries, and between different postcolonial countries. This gap in research is addressed in this article by tracing a world-spanning history of educational transfers that has its origins in the Workers’ Faculties of the early Soviet Union. Workers’ Faculties were established with two goals: quickly channelling members of formerly disadvantaged social groups into higher education by providing university-preparatory education to workers and peasants; and providing suitably educated cadres for the development of a socialist society. After World War 2, institutions drawing on the Soviet experiences and combining these two goals were established in European, Asian, Latin American, and African countries. Tracing the processes of transfers and local interpretations of these institutions gives insights into an entangled history of postcolonial and socialist education, but also into how tensions between education as a means to provide social equality and education as a tool for (socialist) development played out in various national contexts.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 “The Colonial Experience in Education: Historical Issues and Perspectives,” ed. António Nóvoa, Marc Depaepe, and Erwin V. Johanningmeier, special issue, Paedagogica Historica 31, supp. 1 (1995); Damiano Matasci, Miguel Bandeira Jerónimo, and Hugo Gonçalves Dores, eds., Education and Development in Colonial and Postcolonial Africa: Policies, Paradigms, and Entanglements, 1890s–1980s (Cham: Palgrave Macmillan).
2 Robert Cowen, “Last Past the Post: Comparative Education, Modernity and Perhaps Post-Modernity,” Comparative Education 32, no. 2 (1996): doi:10.1080/03050069628812.
3 Ibid., 158–9. For a more detailed discussion see Ingrid Miethe et al., Globalisation of an Educational Idea: Workers’ Faculties in Eastern Germany, Vietnam, Cuba and Mozambique, Rethinking the Cold War, vol. 7 (München: De Gruyter Oldenbourg, 2019).
4 Christel Adick, “World Polity: Ein Forschungsprogramm und Theorierahmen zur Erklärung weltweiter Bildungsentwicklungen,” in Neo-Institutionalismus in der Erziehungswissenschaft: Grundlegende Texte und empirische Studien, ed. Sascha Koch and Michael Schemmann, Organisation und Pädagogik, vol. 6 (Wiesbaden: VS Verlag für Sozialwissenschaften, 2009); John W. Meyer, ed., Weltkultur: Wie die westlichen Prinzipien die Welt durchdringen, trans. Georg Krücken, Edition zweite Moderne (Frankfurt am Main: Suhrkamp, 2005); Walter W. Powell and Paul DiMaggio, eds., The New Institutionalism in Organizational Analysis (Chicago: University of Chicago Press, 1991); Francisco O. Ramirez, “The World Society Perspective: Concepts, Assumptions, and Strategies,” Comparative Education 48, no. 4 (2012): doi:10.1080/03050068.2012.693374; Jürgen Schriewer, “Editorial: Meaning Constellations in the World Society,” Comparative Education 48, no. 4 (2012): doi:10.1080/03050068.2012.737233.
5 Educational transfers are commonly understood as “the movement of educational ideas, institutions or practices across national borders”: Jason Beech, “The Theme of Educational Transfer in Comparative Education: A View over Time,” Research in Comparative and International Education 1, no. 1 (2006): doi:10.2304/rcie.2006.1.1.2, 2.
6 Gita Steiner-Khamsi and Florian Waldow, eds., World Yearbook of Education 2012: Policy Borrowing and Lending in Education (London: Routledge, 2012); Gita Steiner-Khamsi, ed., The Global Politics of Educational Borrowing and Lending (New York: Teachers College Press, 2004).
7 Gita Steiner-Khamsi, “Conclusion,” in Steiner-Khamsi, The Global Politics of Educational Borrowing and Lending; Jeremy Rappleye, Educational Policy Transfer in an Era of Globalization: Theory–History–Comparison, Comparative Studies Series Komparatistische Bibliothek Bibliothèque D’études Comparatives, vol. 23 (Frankfurt: Peter Lang, 2012), 38; for a more detailed discussion see Miethe et al., Globalisation of an Educational Idea.
8 Florian Waldow, “Standardisation and Legitimacy. Two Central Concepts in Research on Educational Borrowing and Lending,” in Steiner-Khamsi and Waldow, World Yearbook of Education 2012, 413–4.
9 Linda Chisholm and Ramon Leyendecker, “Curriculum Reform in Sub-Saharan Africa: When Local Meets Global,” in International Handbook of Comparative Education, eds. Robert Cowen and Andreas M. Kazamias, Springer International Handbooks of Education, vol. 22 (Dordrecht [u.a.]: Springer Netherlands, 2009); Jeremy Rappleye, “Reimagining Attraction and ‘Borrowing’ in Education,” in Steiner-Khamsi and Waldow, World Yearbook of Education 2012; Gita Steiner-Khamsi, “Understanding Policy Borrowing and Lending,” in Steiner-Khamsi and Waldow, World Yearbook of Education 2012, 5; Leon Tikly, “Globalisation and Education in the Postcolonial World: Towards a Conceptual Framework,” Comparative Education 37, no. 2 (2001), doi:10.1080/03050060124481; Ingrid Miethe and Jane Weiss, “Socialist Educational Cooperation and the Global South,” in Socialist Educational Cooperation and the Global South, ed. ibid. (Berlin et al: Peter Lang, 2020), 7–25.
10 Nicholas C. Burbules and Carlos A. Torres, “Globalization and Education: An Introduction,” in Globalization and Education: Critical Perspectives, ed. Nicholas C. Burbules and Carlos A. Torres, Social Theory, Education, and Cultural Change (New York: Routledge, 2000); Stephen Carney, “Imagining Globalisation,” in Steiner-Khamsi and Waldow, World Yearbook of Education 2012, 342; Roger Dale, “Globalisierung in der Vergleichenden Erziehungswissenschaft re-visited: Die Relevanz des Kontexts des Kontexts,” in Internationale und Vergleichende Erziehungswissenschaft: Geschichte, Theorie, Methode und Forschungsfelder, ed. Parreira do Amaral, Marcelo and Sigrid K. Amos, New Frontiers in Comparative Education, vol. 2 (Münster [u.a.]: Waxmann, 2015); Tikly, “Globalisation and Education in the Postcolonial World,” 12; for the historical experience of socialist countries and the “Global South” within economic globalization see Anna Calori, Anne-Kristin Hartmetz, Bence Kocsev, James Mark, and Jan Zofka, eds., Between East and South: spaces of interaction in the globalizing economy of the Cold War (Berlin: De Gruyter Oldenbourg, 2019).
11 Miethe et al., Globalisation of an Educational Idea; and Miethe and Weiss, “Socialist Educational Cooperation.”
12 Miethe and Weiss, “Socialist Educational Cooperation”; for examples see Susanne Ritschel, Kubanische Studierende in der DDR: ambivalentes Erinnern zwischen Zeitzeuge und Archiv (Hildesheim: Georg Olms Verlag, 2015); Jason Verber, “True to the Politics of Frelimo? Teaching Socialism at the Schule der Freundschaft, 1981–90,” in Comrades of Color. East Germany in the Cold War World, ed. Quinn Slobodian (New York: Berghahn Books, 2015); Tom Griffiths and Euridice Charon Cardona, “Education for Social Transformation: Soviet University Education Aid in the Cold War Capitalist World-System,” European Education 47, no. 3 (2015): 226–41.
13 Fredrika M. Tandler, “The Workers’ Faculty (Rabfak) System in the USSR” (PhD diss., Columbia University, 1955).
14 John Connelly, Captive University: The Sovietization of East German, Czech and Polish Higher Education, 1945–1956 (Chapel Hill: University of North Carolina Press, 2000); Tim Kaiser et al., “Educational Transfers in Postcolonial Contexts: Preliminary Results from Comparative Research on Workers’ Faculties in Vietnam, Cuba, and Mozambique,” European Education 47, no. 3 (2015), doi:10.1080/10564934.2015.1065394; Ingrid Miethe, Bildung und soziale Ungleichheit in der DDR: Möglichkeiten und Grenzen einer gegenprivilegierenden Bildungspolitik (Opladen: Verlag Barbara Budrich, 2007); and Miethe et al., Globalisation of an Educational Idea.
15 David Phillips and Kimberly Ochs, “Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices,” Comparative Education 39, no. 4 (2003): 451–61.
16 Nguyễn Duy Quy, Interview by Ingrid Miethe, 27 July 2011, Hanoi; and Nguyễn Trọng Bảo, Interview by Tim Kaiser, 12 May 2014, Hanoi.
17 Sophie Quinn-Judge, Ho Chi Minh: The Missing Years 1919–1941 (London: Hurst, 2003), 202–18.
18 Respective publications are for example Nguyễn Khánh Toàn, Giáo dục dân chủ mới [New Democratic Education] (Chiên khu: Bộ quốc gia giáo-dục [Resistance Zone: National Ministry of Education], 1947); and Trần Lực [Hồ Chí Minh’s pen name], Mây kinh nghiêm Trung-Quôc ma chung ta nên hoc [Some Experiences of China which we should learn] (Hà Nội: Nha Xuât bản Sư thât [Hanoi: Truth Publishing House], 1958). For additional references see Miethe et al., Globalisation of an Educational Idea, 149–51.
19 Miethe et al., Globalisation of an Educational Idea, 73–80.
20 Nguyễn Khanh Toan, “Bao cao trung Trung uong Dang ve ket qua nghien cuu mot so van de giao duc o Trung Quoc [Report to Party Central on the results of researching some issues of education in China]” (not dated). Vietnam National Archives Centre 3 (VNAC3), Office of the Premier Fonds, 1945–1954, ML 02, 2871, 37–80. Information on archival sources in Vietnamese are presented here as they appear in the original. Therefore, when original documents do not use diacritics, respective information is also reproduced in the footnotes without diacritics; Kim Ngoc Bao Ninh, A World Transformed: The Politics of Culture in Revolutionary Vietnam, 1945–1965, Southeast Asia: Politics, Meaning, Memory (Ann Arbor: University of Michigan Press, 2002), 221, 228.
21 Carlos R. Rodríguez, “La Reforma Universitaria,” in Documentos de la Revolución Cubana 1962, ed. José Bell Lara, Delia L. López, and Tania Caram (La Habana: Editorial Ciencias Sociales, 2009), 426–48, 445; and Miethe et al., Globalisation of an Educational Idea, 85–136.
22 Juan Marinello, manuscript for “Revolución y Universidad,” Biblioteca Nacional de Cuba José Martí, Fondo Marinello, signature C.M. Marinello No. 407, 25–6.
23 José Altshuler, “La enseñanza tecnológica universitaria y nuestro desarrollo económico,” Cuba Socialista 2, no. 8 (1962), 19; and Miethe et al., Globalisation of an Educational Idea, 85–136.
24 Max Zeuske, “An das Staatssekretariat für Hoch- und Fachschulwesen, Klaus Baltruschat,” 14 January 1963. German Federal Archives, BArch DR3/1. Schicht/2438b.
25 “Bericht zur Einrichtung einer ABF-ähnlichen Einrichtung an der UEM [Report on the establishment of an ABF-like institution at UEM],” 1981. Bundesarchiv (BArch)/DR3/II. Schicht/1540.
26 Alexandra Piepiorka, “Exploring ‘Socialist Solidarity’ in Higher Education: East German Advisors in Post-Independence Mozambique (1975–1992),” in Education and Development in Colonial and Postcolonial Africa: Policies, Paradigms, and Entanglements, 1890s–1980s, ed. Damiano Matasci, Miguel Jerónimo, and Hugo Dores (Cham: Palgrave Macmillan, 2020), 289–318.
27 “Bericht zur Einrichtung einer ABF-ähnlichen Einrichtung an der UEM [Report on the establishment of an ABF-like institution at UEM],” 1981. Bundesarchiv (BArch)/DR3/II. Schicht/1540.
28 Andreas Hilger, ed., Die Sowjetunion und die Dritte Welt, Band 99, Schriftenreihe der Vierteljahreshefte für Zeitgeschichte (München: Oldenbourg Wissenschaftsverlag, 2009); Oscar Sanchez-Sibony, Red Globalization: The Political Economy of the Soviet Cold War from Stalin to Khrushchev, New Studies in European History (Cambridge: Cambridge University Press, 2014); and Odd A. Westad, The Global Cold War: Third World Interventions and the Making of Our Times (Cambridge: Cambridge University Press, 2005).
29 “Teil I. Information über den gegenwärtigen Stand der Auslandsarbeit im Bereich des Staatssekretariats für das Hoch- und Fachschulwesen” mit Zusatz: “Streng vertraulich. [Part I, Information on the present state of foreign relations in the area of the state secretary for higher and vocational education: strictly confidential],” not dated. BArch DR3/I. Schicht 1659; Max Zeuske, Universität Habana, “An das Staatssekretariat für Hoch- und Fachschulwesen, Klaus Baltruschat [Letter to Klaus Baltruschat, State Secretariat for Higher and Technical Education],” 14 January 1963. BArch DR3/1. Schicht/2438b; “Protokoll über die Ergebnisse der Gespräche zwischen dem Minister für Erziehung und Kultur der Volksrepublik Mocambique, Genossin Graça Machel, und dem Minister für Hoch- und Fachschulwesen der DDR, Genossen Hans Joachim Böhme vom 29.10.1981 [Memorandum on the results of talks between the Minister of Education and Culture of the People’s Republic of Mozambique, Comrade Graça Machel, and the Minister of Higher and Vocational Education of the German Democratic Republic, Comrade Hans Joachim Böhme, 29 October 1981].” BArch/DR3/II. Schicht/B 1560/3.
30 Ang Cheng Guan, “The Vietnam War, 1962–64: The Vietnamese Communist Perspective,” Journal of Contemporary History 35, no. 4 (2000): 601–18; Martin Grossheim, Die Partei Und Der Krieg: Debatten Und Dissens in Nordvietnam (Berlin: Regiospectra, 2009), 129–30; Lien-Hang T. Nguyen, Hanoi’s War: An International History of the War for Peace in Vietnam (Chapel Hill: University of North Carolina Press, 2012), 62–83; and Pierre Asselin, Hanoi’s Road to the Vietnam War, 1954–1965 (Berkeley: University of California Press, 2013), 145–205.
31 Bộ Giáo dục [Ministry of Education], ed., Chuyển hướng công tác giáo dục trước tình hình và nhiệm vụ mới [Adjusting educational work in light of the new situation and task] (Hà Nội: NXB Giao duc [Hanoi: Education Publishing House], 1965).
32 Miethe et al., Globalization of an Educational Idea, 250–6.
33 Alexandra Piepiorka, “Exploring ‘Socialist Solidarity’,” 311.
34 Kimberly Ochs and David Phillips, “Processes of Educational Borrowing in Historical Context,” in Educational Policy Borrowing: Historical Perspectives, ed. David Phillips and Kimberly Ochs, Oxford Studies in Comparative Education (Didcot: Symposium, 2004), 8–9.
35 Ibid.
36 Miethe et al., Globalisation of an Educational Idea.
37 “Tinh hinh sinh vien chia theo thanh phan gia dinh nam hoc 1958–1959 [Statistics on university students regarding the class background of their families in the year 1958–1959].” VNAC 3, Ministry of Education Fonds, 2476, 43; TBTVHCN Worker-Peasant Complementary Education School], “Bao cao ve hoc sinh khoa I,II, III TBTVHCN [Report on students of courses 1, 2, 3 of the Worker-Peasant Complementary Education School],” 12 December 1956. VNAC3, Ministry of Education Fonds, 5239, 86–89; TBTVHCN [Worker-Peasant Complementary Education School] “185.TC. Thong ke [185.TC. Statistics],” 5 April 1958. VNAC3, Ministry of Education Fonds, 3768, 82–86; Bo Giao duc, Nha binh dan hoc vu [Ministry of Education, Popular Education Department], “Bao-cao ve Truong Bo Tuc van hoa cong nông [Report on the Worker-Peasant Complementary Education School],” 7 January 1957. VNAC 3, Ministry of Education Fonds, 3768, 1–10; TBTVHCN [Worker-Peasant Complementary Education School] “Bao cao tinh hinh lop – hoc sinh – giao vien TBTVHCN – Khoa hoc thu 3 nam 1957–1958 [Report on the situation of classes – students – teachers of the Worker-Peasant Complementary Education School, 3rd group of students, 1957–1958],” 3 October 1958. VNAC3, Ministry of Education Fonds, 3768, 87–9. For a comprehensive discussion of this point see Miethe et al., Globalisation of an Educational Idea, 173–202.
38 Vu Đai hoc Chuyên nghiêp [Higher and Vocational Education Department] “Thông kê sinh viên cac trương đai hoc tư năm 1956–1957, 1958–1959 [Statistics on university students in the years 1956–1957, 1958–1959],” 20 October 1959. VNAC 3, Ministry of Education Fonds, 2459, 2–3. Percentages for 1961 to 1964 are calculated based on untitled documents located in the following folders: VNAC 3, Ministry of Education Fonds, 2632, “Bao cao thông kê hoc sinh cac trương đai hoc, trung hoc chuyên nghiêp 1964–1965 của Bô Giao duc [Statistical report of the Ministry of Education on students of universities and vocational middle-schools in 1964–1965];” VNAC 3, Ministry of Education Fonds, 2611,“Bao cao thông kê tinh hinh sinh viên năm hoc 1963–1964 của cac Trương Đai hoc: Bach khoa, Tai chinh, Tổng hơp, Sư pham Ha Nôi, Sư pham Vinh, Đai hoc Y Dươc, Thủy Lơi, Nông nghiêp [Statistical report on the student situation in the academic year 1963–1964 of universities: Polytechnic University, University of Finance, General University, Pedagogical University Hanoi, Pedagogical University Vinh, University of Medicine and Pharmacy];” VNAC 3, Ministry of Education Fonds, 2551, “Bao cao của Bô Giao duc va cac trương đai hoc vê tinh hinh chât lương va sô lương hoc sinh cac trương đai hoc niên khoa 1961–1962 [Report of the Ministry of Education and universities on the quality and quantity of students of universities in the 1961–1962 academic year].”
39 Estimate based on data contained in “Report on the Worker-Peasant Complementary Education School,” Ministry of Education, Popular Education Department; “185.TC. Statistics”, Worker-Peasant Complementary Education School; TBTVHCNTW [Central Worker-Peasant Complementary Education School], “Báo cáo tình hình học sinh lớp, giáo viên BTCN TƯ [Report on the situation of pupils, teachers of the Central Worker-Peasant Complementary Education School],” July 1960. VNAC3, Ministry of Education Fonds, 3873, 2; Bộ Giáo dục, Vu giao duc cap III [Ministry of Education, Level 3 Education Department], “3379/GD3. Tờ trình Bộ Giáo dục, Báo cáo tổng kết kinh nghiêm các chu trương cua Bộ Giáo dục về trường Bổ túc công nông [3379/GD3. Report to the Ministry of Education, Summary Report on the experiences with the policies of the Ministry of Education on Worker-Peasant Complementary Education Schools],” 15 September 1964. VNAC3, Ministry of Education Fonds, 4054, 1–9; Bộ Giáo dục [Ministry of Education] “Bao cao tinh hinh lop, hoc-sinh, giao-vien Truong Bo tuc van hoa cong nong [Report on the situation of classes, pupils, teachers of the Worker-Peasant Complementary Education School],” 7 December 1960. VNAC3, Ministry of Education Fonds, 3922, 1.
40 Universidade Eduardo Mondlane [Eduardo Mondlane University], “Curriculum do Curso Pré-Universitário da Faculdade para Antigos Combatentes e Trabalhadores de Vanguarda [Curriculum of the Pre-University Course at the Faculty for Former Combatants and Vanguard Workers],” November 1985. Arquivo Histórico de Moçambique, Collection Ganhão, page 49 in document, box 16, n. pag.
41 “Zur Bedeutung der Fakultät für Kämpfer und Werktätige der Vorhut im Spiegel statistischer Zahlen [On the importance of the faculty for veterans and vanguard workers as reflected in statistics],” handwritten summary of the document “Estatisticas dos alunos matriculados em 1984, feito pela Dircecção Pegadógica da Fac. (3/4/84) [Statistics on students enrolled in 1984, prepared by the office of the educational director of the faculty, 3 April 1984],” 30 March 1985. BArch/DR3/II. Schicht/1539; “Informationsbericht über die Fakultät für Kämpfer und Arbeiter der Avantgarde [Report on the faculty for veterans and vanguard workers],” 1984/85. BArch/DR3/II. Schicht/1539.
42 “[On the importance of the faculty for veterans and vanguard workers as reflected in statistics].”
43 Ibid.
44 Arnaldo Henrique, “FACOTRAV: antigo combatente está ausente [FACOTRAV: former liberation fighter is absent],” Tempo, 20 August 1989.
45 “Produce la Facultad Obrera y Campesina Julio Antonio Mella su tercera promoción,” Vida Universitaria, no. 196 (1966): 18.
46 Nikolai Kolesnikov, Cuba: Educación popular y preparación de los cuadros nacionales 1959–1982 (Moscu: Editorial Progreso, 1983), 193; and Theodore MacDonald, Making a New People: Education in Revolutionary Cuba (Vancouver: New Star Books, 1986), 10.
47 Miethe, Bildung und soziale Ungleichheit.
48 Samuel Bowles, “Cuban Education and the Revolutionary Ideology,” Harvard Educational Review 41, no. 4 (1971), 491; Frank T. Fitzgerald, Managing Socialism: From Old Cadres to New Professionals in Revolutionary Cuba (New York: Praeger, 1990), 22–3; and Ursula Krüger, “Erwachsenenbildung in Kuba: Ein Beispiel einer integrierten Bildungspolitik” (PhD diss., Johann Wolfgang Goethe Universität, 1982), 87.
49 José P. Castiano, Das Bildungssystem in Mosambik (1974–1996): Entwicklung, Probleme und Konsequenzen (Hamburg: Institut für Afrika-Kunde, 1997), 35–7; Michael Cross, An Unfulfilled Promise: Transforming Schools in Mozambique (Addis Adaba, Ethiopia: Organisation for Social Science Research in Eastern and Southern Africa, 2011), 79–81; Patricio V. Langa, Higher Education in Portuguese Speaking African Countries: A Five Country Baseline Study (Kapstadt: African Minds, 2013), http://www.africanminds.co.za/wp-content/uploads/2014/02/AM-HE-in-Lusophone-Africa-Text-and-Cover-web.pdf (accessed March 1, 2017), 63; and Mouzinho Mário et al., Higher Education in Mozambique. A Case Study (Maputo: Imprensa & Livraria Universitária Universidade Eduardo Mondlane, 2003), 8.
50 UBKHNN [State Planning Committee], “Trinh do van hoa cua mot so loai can bo va kha nang phan dau de nang cao trinh do van hoa cho ho [Educational level of some kinds of cadres and possibilities to raise their education level],” n.d. VNAC3, Ministry of Education Fonds, 3856, 17–23.
51 Martin Großheim, “‘1954 verlor der Vater seine Heimat, 1975 verlor der Sohn sein Vaterland’: Teilung, Flucht und Wiedervereinigung in Vietnam,” in Die geteilte Nation: Nationale Verluste und Identitäten im 20. Jahrhundert, ed. Andreas Hilger and Oliver v. Wrochem, Schriftenreihe der Vierteljahrshefte für Zeitgeschichte, Bd. 107 (München: Oldenbourg Verlag, 2013); Martin Grossheim, Die Partei Und Der Krieg: Debatten Und Dissens in Nordvietnam (Berlin: Regiospectra, 2009); [The Party and the War. Debates and Dissent in North Vietnam]; Peter Hansen, “Bắc Đi Cú: Catholic Refugees from the North of Vietnam, and Their Role in the Southern Republic, 1954–1959,” Journal of Vietnamese Studies 4, no. 3 (2009), doi:10.1525/vs.2009.4.3.173; Ninh, Kim Ngoc Bao, A World Transformed; Peter Zinoman, “Nhân Văn Giai Phẩm on Trial,” Journal of Vietnamese Studies 11, no. 3–4 (2016), doi:10.1525/jvs.2016.11.3-4.188.
52 Ministerio de Educación [Cuba] (n.d.). Anuario Estadístico, Curso 66/67. Havana, 305.
53 MacDonald, Making a New People: Education in Revolutionary Cuba, 168.
54 MacDonald, Making a New People: Education in Revolutionary Cuba, 170; “Graduación en la Facultad Obrera y Campesina,” Vida Universitaria 183–4 (1965): 12.
55 Nguyễn Duy Quý. “Báo cáo: Hội thảo khoa học 50 năm TBTVHCNTW và TPTLDTW [Report: Scientific conference 50 years Central W-P School and Central General Education for Workers School]” in Một ngội trường cách mạng: Kỷ niêm 50 năm ngày thành lập TBTVHCNTW và TPTLDTW [A Revolutionary School: The 50th anniversary of the founding of the Central W-P School and the Central General Education for Workers School], ed. Ban Liên lạc Trường BTVHCN và Trường PTLĐ trung ương [Central W-P School and General Education for Workers School Contact Committee] (Hà Nội: Nhà xuất bản Giáo dục, 2005); Ban Liên lạc Trường BTVHCN và Trường PTLĐ trung ương [Central W-P School and General Education for Workers School Contact Committee]. Thông tin về một số giáo viên, cán bộ nhân viên và học viên. Phụ bản cuốn: Một ngội trường cách mạng [Information on a number of teachers, cadres and employees and students. Supplement to: A Revolutionary School] (Hà Nội: Nhà xuất bản Giáo dục, 2005).
56 Comité Central do FRELIMO, Relatório do Comité Central ao V Congresso [Records by the central committee on the V Congress] (Maputo: CEGRAF, 1989), 218.
57 Estimate based on data presented in Anton Johnston, Study, Produce, and Combat! Education and the Mozambican State 1962–1984 (Stockholm: Institute of International Education, University of Stockholm, 1989), 207; and “[Report on the faculty for veterans and vanguard workers].”
58 Isabela Maria Alcada Padez Casimiro, Interview by Alexandra Piepiorka, 28 March 2014; Emilia Morais, Interview by Alexandra Piepiorka, 24 November 2014, Maputo.
59 Fernando Jorge Cardoso, Interview by Alexandra Piepiorka, 24 February 2014, Lisbon.
60 Robert Robertson and Frank Lechner, “Modernization, Globalization and the Problem of Culture in World-Systems Theory,” Theory, Culture & Society 2, no. 3 (1985): doi:10.1177/0263276485002003009, 103.
61 Rudolf Stichweh, “Zur Theorie der Weltgesellschaft,” Soziale Systeme 1, no. 1 (1995), 38.
62 Cowen, “Last Past the Post,” 159; and Miethe et al., Globalisation of an Educational Idea.
63 John Boli, Francisco O. Ramirez, and John W. Meyer, “Explaining the Origins and Expansion of Mass Education,” in Sociological Worlds: Comparative and Historical Readings on Society, ed. Stephen K. Sanderson (Chicago: Fitzroy Dearborn, 2000); Robert Cowen, “Comparing Futures or Comparing Pasts?” Comparative Education 36, no. 3 (2000), doi:10.1080/713656619; Francisco O. Ramirez and John Boli, “The Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization,” Sociology of Education 60, no. 1 (1987); Francisco O. Ramirez and Richard Rubinson, “Creating Members: The Political Incorporation and Expansion of Public Education,” in National Development and the World System: Educational, Economic, and Political Change, 1950–1970, ed. John W. Meyer and Michael T. Hannan, 5th ed. (Chicago: The University of Chicago Press, 1983).
64 Cowen, “Last Past the Post,” 157.
65 John W. Meyer, “Economic and Political Effects on National Educational Enrollment Patterns,” Comparative Education Review 15, no. 1 (1971), 37.
Additional information
Funding
Notes on contributors
Tim Kaiser
Tim Kaiser is director of the International Office at University of Education Weingarten. He holds a PhD. in Southeast Asian Studies, his research focuses on knowledge and institutional transfer between socialist and postcolonial countries. His interests also include development studies and urban studies, as well as international cooperation in education.
Ingrid Miethe
Ingrid Miethe is Professor of Educational Science at the University of Giessen. She began her career studying Education, Political Science, and Sociology at the Technical University Berlin and holds a PhD in Political Science from the Free University Berlin. She obtained her venia legendi in education at University Halle-Wittenberg. She has directed numerous research projects on education for non-traditional students, including the project “The Globalisation of an Educational Idea: Workers’ Faculties in Vietnam, Mozambique and Cuba”, financed by the German Research Foundation DFG.
Alexandra Piepiorka
Alexandra Piepiorka graduated in Migration Studies and is currently a PhD candidate at the University of Giessen. Her research focuses on the impact of educational aid in lusophone Africa.
Tobias Kriele
Tobias Kriele holds an MA in Society, Science, Technology in Europe from the University of Maastricht and a PhD in Philosophy from Havana University. From 2013 to 2017, he was a Research Fellow in the research project “The Globalisation of an Educational Idea. Workers’ Faculties in Vietnam, Mozambique and Cuba”, financed by the German Research Foundation DFG at the University of Giessen. His research focuses on Cuban History of Education, particularly its cooperation with the GDR and its Workers’ and Peasants’ Education Programme.