The Impact of a Diversified Educational Program on Career Goals: Tororo Girls' School in the Context of Girls' Education in Uganda. A Report Submitted to the United States Agency for International Development and the Ministry of Education, Government of the Republic of Uganda.

Autor/inn/en	Evans, David R.; Schimmel, Gordon L.
Institution	Massachusetts Univ., Amherst. Center for International Education.
Titel	The Impact of a Diversified Educational Program on Career Goals: Tororo Girls' School in the Context of Girls' Education in Uganda. A Report Submitted to the United States Agency for International Development and the Ministry of Education, Government of the Republic of Uganda.
Quelle	(1970), (381 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Choice; Career Planning; Curriculum Evaluation; Curriculum Problems; Educational Programs; Employment Potential; Females; Goal Orientation; Guidance Programs; Instructional Programs; International Education; International Programs; Job Satisfaction; Occupational Aspiration; Secondary School Students; Secondary Schools; Womens Education; Uganda + Suchen Sie Ihr Suchwort? Karriereplanung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Weibliches Geschlecht; Zielorientierung; Zielvorstellung; Internationale Erziehung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufsneigung; Berufsziel; Sekundarschüler; Sekundarschule; 'Women''s education'; Frauenbildung
Abstract	The study was occasioned by a desire to better understand the impact of Tororo Girls' School and the implications of its diversified program (academic, commercial, and home economics) in the context of girls' education in Uganda. Although the school had been operating only five years, there was considerable interest in looking at the school's contribution to girls' education in Uganda because it represented one of three large-scale, diversified secondary schools set up jointly by American and African governments during the 1960s. Specific goals of the study involved looking at the backgrounds of girls in the sample population admitted to secondary schools, and at characteristics produced by these schools. Within this general setting the study focused on the specialized curricula and guidance program at Tororo, and also took into consideration the variables of: Girls' expectations for further education, occupational aspirations, desired employment, and conditions and attitudes toward future and work roles. The results of this study demonstrate clearly the need for changes and at the same time report on one approach which meets many of the needed goals and has been successful in the short time it has been operating. (Author/TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC