An Experiment in the Ruralization of Education: IPAR and the Cameroonian Reform. Experiments and Innovations in Education No. 8.

Autor/in	Lallez, Raymond
Institution	International Bureau of Education, Geneva (Switzerland).
Titel	An Experiment in the Ruralization of Education: IPAR and the Cameroonian Reform. Experiments and Innovations in Education No. 8.
Quelle	(1974), (120 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-3-101172-3
Schlagwörter	Adult Education; Change Strategies; Educational Change; Educational Innovation; Educational Objectives; Foreign Countries; General Education; Government Role; Inservice Teacher Education; Organization; Primary Education; Public Education; Rural Education; Africa; Cameroon + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lösungsstrategie; Bildungsreform; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrerfortbildung; Organisation; Organisationsstruktur; Primarbereich; Öffentliche Erziehung; Ländliche Erwachsenenbildung; Afrika; Kamerun
Abstract	The problem of primary education has existed for some time in both the western and eastern regions of the United Republic of Cameroon in Africa. It was generally accepted that the main reason for the poor performance of the education system was the insufficient training of the vast majority of primary school teachers. From the beginning, ENIR (Rurally Oriented Primary Teacher Training Institute) and later IPAR (Institute of Rurally Oriented Applied Education), the new and expanded version of ENIR, were designed as essential means of solving the problem. Their endeavour was to create a ruralized school directed toward meeting the economic and social needs of Cameroon. With an average rate of primary school enrollment of over 60%, the country was reaching a critical point beyond which squandering of resources and failure to meet real needs would become hard to tolerate. If the system were to become too expensive to operate and too unrelated to the needs of society, the development envisaged under the third five-year plan, combined with the considerable demand for training which it created, would cause a dangerous situation in which the deficit would increase at the same rate as school attendance and very likely even faster. This paper examines the reasons which led to the emphasis on the ruralization of primary education, and hence, the training of teachers able to carry it out; identifies the agents, stages, and mechanisms of innovation; and gives a brief account of the operation and performance of the Cameroonian education system. (NQ)
Anmerkungen	UNIPUB, P.O. Box 433, Murray Hill Station, New York, New York 10016 (No. 8, $4.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC