Alternative Models for Secondary Education in Developing Countries: Rationale and Realities. Improving Educational Quality (IEQ) Project.

Autor/inn/en	Figueredo, Vivian; Anzalone, Stephen
Institution	American Institutes for Research, Washington, DC.
Titel	Alternative Models for Secondary Education in Developing Countries: Rationale and Realities. Improving Educational Quality (IEQ) Project.
Quelle	(2003), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Case Studies; Developing Nations; Educational Needs; Educational Policy; Foreign Countries; Models; Nontraditional Education; Secondary Education; Honduras + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Case study; Fallstudie; Case Study; Developing country; Developing countries; Entwicklungsland; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Ausland; Analogiemodell; Non-traditional education; Alternative Erziehung; Sekundarbereich
Abstract	In 1960, in developing nations, less than half of primary-school-age children were enrolled in school. By the early 1990s, despite rapid population increases in much of the world, the proportion was more than 75%. In most developing countries, education has been largely synonymous with schooling but not entirely. Formal schools have been widely accepted as vehicles for the transmission of official curricula. At the same time, there has been recognition that conventional schools may not provide the means for expanding education beyond a certain point, addressing some educational needs, or serving some populations. As a result of the kaleidoscope of needs, demands, and costs, there have been numerous attempts to develop alternative models of formal education to extend education in developing countries. This paper seeks to contribute to the international discussion of the potential of alternative models as a policy option to provide secondary school education in developing countries. The paper looks in detail at the rationale for expanding access to secondary education, even in countries that have not achieved universal primary education. It examines some of the experience of developing countries and the issues faced in creating and implementing alternative models at the secondary level. The paper highlights the experience of Honduras in developing an alternative junior secondary model. It notes that, although the Honduras experience is still a work in progress, the results of this experience warrant watching. The paper concludes with lessons learned from the literature on use of alternative models for secondary education. (Contains 52 references.) (BT)
Anmerkungen	For full text: http://www.ieq.org/pdf/Alternative_Models_sec_ed.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC