Integrated Rural Education Centres (IRECs) as Basis of Vocationalization at Primary School Level: The Southern Sudanese Experience.

Autor/in	Ngalamu, Jack
Institution	London Univ. (England). Inst. of Education.
Titel	Integrated Rural Education Centres (IRECs) as Basis of Vocationalization at Primary School Level: The Southern Sudanese Experience.
Quelle	(1986), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Community Support; Developing Nations; Economic Development; Elementary Education; Elementary Schools; Foreign Countries; Job Training; Parent Participation; Rural Development; Rural Education; Vocational Education; Sudan + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Elementarunterricht; Elementary school; Grundschule; Volksschule; Ausland; Berufsqualifizierender Bildungsgang; Elternmitwirkung; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung; Ausbildung; Berufsbildung
Abstract	In 1977, the government of the Sudan launched the Integrated Rural Development Project with the aim of ruralizing and vocationalizing primary school education. Integrated Rural Education Centres (IRECs) were the first attempt by the government to introduce vocational subjects as part of general education at the primary school level. Unfortunately, the objectives of ruralization and vocationalization were not significantly attained. A major problem was lack of community support and acceptance. Parents' initial perception of IREC schools as preparation for post-primary education and acquisition of good jobs in the modern sector changed. They became convinced the new syllabus was designed to prepare children for vocations in the rural sector. Their resistance took the form of withdrawal of students, passive participation in IREC extension work, and irregular attendance at IREC community meetings and activities. The integrative and coordination concept of IRECs was also found to be weak. Other constraints that militated against acceptance of vocational courses were the restricted nature of the labor market and its prevailing rigid qualifications for employment and poor opportunities for self-employment. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC