From international aid to international cooperation: Some thoughts in retrospect (I)

Autor/in	Adiseshiah, Malcolm S.
Titel	From international aid to international cooperation: Some thoughts in retrospect (I)
Quelle	In: International review of education, (1979) 2-3, S.213-230Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/BF00598026
Schlagwörter	International Cooperation; Educational Model; Infrastructure Locale; National Target; Educational Expansion
Abstract	Abstract With the definition of learning as an individual act, the author sees the first stage of education as the provision of a local infrastructure, so that “international cooperation” in education becomes a second stage which has constantly to be tested against the original purposes, individual and local. Five stages in international cooperation in education can be distinguished. In the first, unilateral power of decision deprived the term “cooperation” of its sense. Immediately after 1946 came the period of reconstruction, when the rejection of war led to an awareness of the need for education for international understanding and the adoption of the Declaration of Human Rights. The 1950's institutionalized, and to some extent multilateralized, international cooperation. Although the principle was laid down that the country assisted should decide on its priorities and the form and type of aid, most developing countries could not discharge this responsibility, and educational aid mostly involved direct transfers of models and procedures. By the end of the decade the need for planning was met in part by regional and national targets for educational expansion. In the 1960's, the First UN Development Decade was aimed at growth in economic terms. The economics of education came to the fore. The problems encountered were largely due to the fact that the economic growth aimed at was not achieved, and equally, that international aid failed to reach the targets set for it. Increasingly the irrelevance or inadequacy of imported educational models became clear to developing countries. The Second Development Decade of the 70's was then directed more to social justice and the consequential growth rate. Here the developing countries have been led to define minimum or basic needs programmes which translate education into the process of creating learning opportunities and systems for the majority of the children and for unschooled adults. International cooperation has thus been channeled to nonformal educational procedures. Although the major constraints are still with us, the way is now clear for genuine international cooperation in education.
Erfasst von	OLC
Update	2023/2/05