Literaturnachweis - Detailanzeige
Autor/inn/en | Postlethwaite, T. N.; King, K. |
---|---|
Institution | United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. |
Titel | Curriculum Development for Basic Education in Rural Areas. IIEP Seminar Paper: 18. [Report No.: IIEP-SP-18 |
Quelle | (1975), (37 Seiten) |
Beigaben | Tabellen |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Tagungsbericht; Community Involvement; Curriculum Development; Developing Nations; Educational Objectives; Foreign Countries; Generalization; National Norms; Primary Education; Program Descriptions; Rural Areas; Rural Development; Skill Development; Specialization; Theories Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Primarbereich; Rural area; Ländlicher Raum; Rural environment; Ländliches Milieu; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitsteilige Spezialisierung; Theory; Theorie |
Abstract | Section I of this paper discusses assumptions about ruralization of the educational curriculum in developing nations (both problematic and exemplary); Section II reviews the achievements of selected African countries in the school, community, and the student's post-primary work life and presents relative implications for curriculum reform. Major conclusions presented in Section I are: general curricular objectives must be the same for all children in most developing nations because curriculum is used to achieve national unity; there is a rural-urban continuum, rather than a dichotomy; current trends are to adapt the curriculum to a specific area and to create a series of parallel forms of the curriculum with the same general objectives; general skills should be taught because rapid change outdates specific skills; the concept of integrated rural development seems more viable than that of ruralizing the curriculum. Among the implications for curriculum reform cited in Section II are: preliminary research on children's work experience and community resource needs should be prerequisite to any curriculum development; the most complex reform task is to account for village contributions to skill formation and village perceptions re: investment in primary schools and then to examine, from a national perspective, whether the essential disciplines taught in any primary school should be more localized and made to interact more with the community infrastructure. (JC) |
Anmerkungen | International Institute for Educational Planning, 7-9, Rue Eugene Delacroix, 75016 Paris (France) ($0.60) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |