East Germany in the Horn of Africa: Reflections on the GDR's Educational Intervention in Ethiopia, c. 1977-1989

Autor/inn/en	Semela, Tesfaye; Miethe, Ingrid
Titel	East Germany in the Horn of Africa: Reflections on the GDR's Educational Intervention in Ethiopia, c. 1977-1989
Quelle	In: History of Education, 50 (2021) 5, S.663-684 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Semela, Tesfaye) ORCID (Miethe, Ingrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2021.1884753
Schlagwörter	Educational History; Educational Policy; Conflict; Foreign Countries; Educational Change; Administrator Attitudes; Specialists; Curriculum Development; Teacher Educators; Teacher Attitudes; Teacher Education Programs; Power Structure; Educational Cooperation; Technology Transfer; Educational Attitudes; International Cooperation; Elementary Secondary Education; Higher Education; Social Change; Social Systems; Germany; Ethiopia + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Konflikt; Ausland; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; cooperation; Kooperation; Technologietransfer; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Wandel; Social system; Soziales System; Deutschland; Äthiopien
Abstract	During the Cold War, the German Democratic Republic (GDR) was a key player in sub-Saharan Africa. Focusing on its role in the Ethiopian polytechnical education reform effort between 1977 and 1989, this study explores the extent of educational policy transfer as well as the nature and magnitude of influence during the implementation of that transfer. Based on secondary sources and in-depth interviews with former educational officials, curriculum experts, and educators in teacher training institutes and colleges, the study examines the power relations between the two cooperation partners at systemic, institutional and individual levels of interaction. Finally, the study identifies issues that provide insights for improving the historical and theoretical literature on Cold War educational policy transfers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01