This book is a study of Third World economic development and the factors which have made development so elusive. It discusses the policy reform necessary to spur development as well as the relationship between development theory and policy. The author argues that the key to successful development policy is through reduced state intervention, and that to the extent state intervention is necessary, it should be through rather than against the market mechanism.

This book addresses the broader questions of how both the content and the context of public policy affect its implementation. Through a series of case studies from Mexico, Peru, Brazil, Colombia, Zambia, Kenya, and India, ten scholars here demonstrate that numerous factors intervene between the statement of policy goals and their actual achievement in society. Originally published in 1980. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an Informa company.

Praise for the first edition: "... this masterful and concise volume overviews the range of approaches social scientists have applied to explain events in the Third World." --Journal of Developing Areas Understanding Third World Politics is a comprehensive, critical introduction to political development and comparative politics in the non-Western world today. Beginning with an assessment of the shared factors that seem to determine underdevelopment, B. C. Smith introduces the major theories of development--development theory, modernization theory, neo-colonialism, and dependency theory--and examines the role and character of key political organizations, political parties, and the military in determining the fate of developing nations. This new edition gives special attention to the problems and challenges faced by developing nations as they become democratic states by addressing questions of political legitimacy, consensus building, religion, ethnicity, and class.

This volume deals with crisis and renewal in African development policy and management. It digs deep into, takes stock of, and thoroughly analyzes the nature, impact, and future of development policy and management on the continent. It demonstrates the failure of post-independence policy and management in most of Africa, traces the emergence and results of reform measures, and advocates the lessons of success for the rest of Africa derived from Botswana’s approach to sustainable development and its achievement of economic prosperity and the maintenance of political stability and good governance. It concludes, rather optimistically, that the prospects for sustainable development are much better now than they have ever been before with the 21st century likely to be hailed as ‘The African Century’ – bringing with it a durable peace and sustainable growth.

Deepak Lal outlines and assesses the validity of a set of beliefs about third world economic development that underlies the thinking of many politicians, bureaucrats, journalists, and academics in both developing and developed countries. In this book Deepak Lal outlines and assesses the validity of a set of beliefs about third world economic development that underlies the thinking of many politicians, bureaucrats, journalists, and academics in both developing and developed countries. He describes the various elements of this "Dirigiste Dogma" and shows how it inevitably breeds corruption. According to Lal, only a market-based liberal economic order can solve the age-old problem of structural mass poverty. Its significant institutional bases include transparent financial systems and sufficiently deep financial markets to allow the hedging of foreign currency risk, and either a floating or rigidly fixed exchange rate.

This book examines education transfer, specifically focusing on pedagogic transfer, and analyzes what happens when lesson study is introduced into foreign contextual settings. Lesson study, a professional development approach that originated in Japan 150 years ago, has been widely considered one of the best practices for collaborative professional development. There is an underlying assumption behind education transfer that when “best practice” is transferred to another country, it will generate a similar effect and improve schooling quality. Since pedagogic practice is socially constructed, the best practice in one setting may not be meaningful in another contextual setting. This book makes a unique contribution to the field of comparative education by offering a sociological examination of why pedagogic transfer often fails to bring expected benefits. It is comprised of three parts. Part I, ”Pedagogic Transfer and Lesson study,” provides contextualized analysis of lesson study in Japan and abroad and presents how the meaning of practice is always reinterpreted against the local educational context. Part II presents a sociological analysis of Indonesian teachers’ practice based on ethnographic fieldwork. It conceptually analyses the nature of the teacher community and their practice and is presented as “teacher strategies.” The concept showed that teacher culture and practice are not fixed but constantly negotiated within the institutional setting. Part III, “Sociological Understanding of Pedagogic Transfer,” builds on the analyses in Part I and II and provides a theoretical understanding of the issue of pedagogic transfer. Professional responsibilities of teachers, collegiality, and teaching expertise in Japan and Indonesia are compared to understand how the meaning of lesson study was reconstructed in the Indonesian setting. In conclusion, recommendations for an alternative approach to professional development are offered.