Literaturnachweis - Detailanzeige
| Autor/in | Baker, Victoria J. |
|---|---|
| Titel | Integration of School and Community for Reciprocal Development. |
| Quelle | (1990), (22 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Community Involvement; Comparative Education; Developing Nations; Educational Development; Elementary Secondary Education; Foreign Countries; Interviews; Rural Development; Rural Education; School Community Relationship; School Support; Senegal; Sri Lanka; Tanzania |
| Abstract | This paper examines the notion of reciprocal school-community development in Third World countries. Information on village schools in Sri Lanka and Senegal were gathered from interviews and observation. Tanzania is an example of a country that took radical steps to integrate schools within their respective communities in order to foster rural development. Studies in Sri Lanka and Senegal, as well as research in a variety of countries drawn from the literature, tend to show that successes in terms of reciprocal school-community development are limited. There is very little empirical evidence to link formal schooling in disadvantaged areas with community development in the sense of increased agrarian output, improved health, nutrition and housing, more equitable access to land and water, creation of new employment, or other such indicators. Village factionalism and traditional attitudes serve as inhibiting forces; but more commonly, perceived shortcomings have been a matter of unrealistically high expectations of schools in deprived areas. The village school can serve to enhance the development of individuals, providing them with literacy, numeracy and varied kinds of general knowledge. The community has shown in many case studies that it is willing and able, if properly encouraged and motivated, to support the school in diverse ways, more often through labor contributions. (21 references) (KS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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