Some Comments on the Socio-Economic Context of Development and Its Influence on the Evolution of Content of Education during the Next Two Decades. [Report No.: UNESCO-ED-80/CONF. 803/6

Autor/in	Rassekh, Shapour
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Titel	Some Comments on the Socio-Economic Context of Development and Its Influence on the Evolution of Content of Education during the Next Two Decades. [Report No.: UNESCO-ED-80/CONF. 803/6
Quelle	(1980), (89 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Citizenship Education; Depleted Resources; Developing Nations; Economic Factors; Educational Administration; Educational Facilities; Educational Needs; Educational Resources; Educational Trends; Elementary Secondary Education; Employment Patterns; Financial Needs; Futures (of Society); Global Approach; Political Influences; Population Trends; Social Structure; Urbanization; World Problems + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Developing country; Developing countries; Entwicklungsland; Ökonomischer Faktor; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsstätte; Educational need; Bildungsbedarf; Bildungsmittel; Bildungsentwicklung; Beschäftigungsstruktur; Future; Society; Zukunft; Globales Denken; Political influence; Politischer Einfluss; Bevölkerungsprognose; Sozialstruktur; Urbanisation; Urbanisierung; Weltproblem
Abstract	Influencing the future structure and content of the world's educational systems are: (1) physical constraints; (2) demographic constraints; (3) social structure constraints; (4) economic constraints; (5) employment constraints; (6) financial constraints; (7) political constraints; (8) administration and management constraints; and (9) institutional constraints. Analysis of projected constraints in these areas results in proposals to meet future needs and problems. Reconciliation must be made between the school and other educational institutions (family, media, etc.), and among the school, politics, and the community. Schools should adapt to new societal conditions. Educational programs must transform attitudes to foster the conservation of irreplaceable resources and ecological needs. Developing nations, undertaking universalization of primary education, must make efforts to strike a balance between quantitative expansion and qualitative improvement of education systems. To counter adverse effects of increasing urbanization, education will have to emphasize individual spontaneity, imagination, creativity, and moral and spiritual values of collectivity, and education must further accentuate the value of tolerance toward cultural differences. Schools must develop capacity for responsible participation in public life, ensure equal opportunity in education, and must be aware of the choice between mass education and the education of an intellectual elite. Developing nations will have to formulate scientific and technological policies more systematically, devote more resources to research, and collaborate, to a greater extent, with other countries. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01