A Diagnostic Analysis of the Education System in Namibia.

Autor/in	Mbamba, A. Mauno
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Titel	A Diagnostic Analysis of the Education System in Namibia.
Quelle	(1981), (98 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Colonialism; Developing Nations; Educational Assessment; Educational Discrimination; Educational Environment; Educational Equity (Finance); Educational History; Educational Opportunities; Educational Policy; Elementary Secondary Education; Equal Education; Foreign Countries; Geographic Distribution; National Programs; Politics; Racial Composition; Racial Discrimination; School Segregation; Tables (Data); Namibia; South Africa + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Kolonialismus; Developing country; Developing countries; Entwicklungsland; assessment; Bewertungssystem; Lernumgebung; Pädagogische Umwelt; Schulumwelt; History of education; Bildungsgeschichte; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Ausland; nicht übertragen; Politik; Racial bias; Rassismus; Tabelle; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study's objectives are to describe South Africa's apartheid education policy in Namibia, to identify imbalances in educational opportunities and the impact of apartheid education on the African population, and to provide information for future educational policy formulation. Based on historical and present data--both official and unofficial--that focus on enrollment, schools, and teachers as indicators of educational system expansion, the study emphasizes primary and secondary education during the period 1962-76. Following a presentation of Namibia's geography, population, economy, and political situation, a chapter on the educational system discusses the growth and distribution of educational opportunities among the country's racial groups and regions. Conclusions and suggestions for future policy development include the following: (1) Namibia's three separate education administrations enhance racial discrimination and encourage inequalities in social and regional development; (2) the disparity in the distribution of educational facilities among races and between regions has widened, with southern section Whites most favored and northern section Africans least favored; (3) existing educational facilities must be integrated to allow equal access for all; and (4) teacher/pupil ratios among Whites and Coloureds are much lower than among Africans. (JBM)
Anmerkungen	IIEP Publications, International Institute for Educational Planning, 7-9, rue Eugene-Delacroix, 75016 Paris, France (Order No. S.26; Frs. 10.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC