Education for International Development: Problems for Planned Change. A Presentation in the College of Education Dialogue Series, New Mexico State University.

Autor/in	Bergsma, Harold M.
Titel	Education for International Development: Problems for Planned Change. A Presentation in the College of Education Dialogue Series, New Mexico State University.
Quelle	(1978), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Colonialism; Developing Nations; Economic Change; Foreign Countries; Futures (of Society); History; Nontraditional Education; Rural Development; Rural Education; Social Change + Suchen Sie Ihr Suchwort? Kolonialismus; Developing country; Developing countries; Entwicklungsland; Ökonomischer Wandel; Ausland; Future; Society; Zukunft; Geschichte; Geschichtsdarstellung; Non-traditional education; Alternative Erziehung; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung; Sozialer Wandel
Abstract	Colonial educational development viewed education as: 1) means of training an elite to maintain the imported political/economical system; 2) a vehicle for creating individuals thoroughly conversant with alien values; 3) a commodity for the few of intellectual capability; 4) a broad based entity predicated upon literature, science, math, and religious philosophy; and 5) an elitist function, making its leaders indispensable to the uninformed masses. During the periods of bold exportations, primary education, mass literacy education, education for functional rural living, and education for family health were not the concerns of the agencies who developed exams and curricula. In most ex-colonial states, the post-independence periods saw development of many secondary schools; however, these school systems lacked the control of the colonial period, were expensive due to increased numbers wanting education, and lacked the teachers previously provided by the colonizers. Nationalism, regionalism, and tribulism promoted controversy regarding standards, and degreed individuals took advantage of the situation, opening up schools with low standards and high fees while the pass rates on regional exams continued to fall. The orthodoxy of the sixties was a confident expansion of schools predicated upon the belief that education would enhance economic and political development, but it became clear that the schooled were unprepared for either the village or the modern sector. Among today's developing nations, there is sensitive concern for preservation of cultural values and for development assistance based upon the principle of "indigeniety". (JC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01