Human Development and Perceptions of Secondary Education in Rural Africa: A Zimbabwean Case Study

Autor/in	Mukwambo, Patience
Titel	Human Development and Perceptions of Secondary Education in Rural Africa: A Zimbabwean Case Study
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 6, S.806-823 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1681936
Schlagwörter	Foreign Countries; Secondary Education; Rural Areas; Developing Nations; Role of Education; Income; Employment; Economic Climate; Mining; Educational Attainment; Social Attitudes; Educational Practices; Relevance (Education); Individual Development; Economic Development; Social Development; Parent Attitudes; Dropouts; Literacy Education; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Sekundarbereich; Rural area; Ländlicher Raum; Developing country; Developing countries; Entwicklungsland; Bildungsauftrag; Einkommen; Dienstverhältnis; Wirtschaftslage; Abbau; Bildungsabschluss; Bildungsgut; Social attidude; Soziale Einstellung; Bildungspraxis; Relevance; Relevanz; Individuelle Entwicklung; Wirtschaftsentwicklung; Soziale Entwicklung; Elternverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Simbabwe
Abstract	While some studies in Zimbabwe have examined the relevance of education in rural settings, very few have done so using a human development-oriented framework such as the capabilities approach, as this paper does. In linking education and human development, the capabilities approach facilitates an examination of intersecting individual contexts and educational processes, which influence perceptions, decision-making and outcomes. This paper uses Chakohwa village as a qualitative case study to question education's relevance in certain rural settings, especially in a developing country context. Data was collected through a focus group discussion and interviews with key respondents. Questioning the curriculum and the learning process, reveals how, if at all, education can be converted into a valued functioning and the conditions of possibilities in such contexts. The study also highlights the need for a minimum threshold of resources before education can be valued intrinsically and instrumentally, and the implications for human development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01