Educational policy in developing countries has often been designed in imitation of current practice in the industrialized world, even though that practice is itself the subject of a great deal of criticism. Current aid practices have reinforced the imitative approach to educational development. It is possible, however, for both developed and developing countries to learn from the mistakes of developed systems, and to derive lessons emphasizing such attributes of educational systems as flexibility, articulation, recognition of experimental learning, the provision of alternatives, and close cooperation with the community as being important elements of educational policy.
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