Educational Innovation for Development. Revised. [Report No.: ED-81/WS/1; [Report No.: ED/SCM/INS/80/3

Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Structures, Content, Methods and Techniques of Education.
Titel	Educational Innovation for Development. Revised. [Report No.: ED-81/WS/1; [Report No.: ED/SCM/INS/80/3
Quelle	(1980), (39 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Developing Nations; Economic Development; Educational Development; Educational Innovation; Educational Objectives; Elementary Secondary Education; Evaluation Criteria; Institutional Cooperation; Networks; Postsecondary Education; Public Policy + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Institute; Co-operation; Cooperation; Institut; Kooperation; Post-secondary education; Tertiäre Bildung; Öffentliche Ordnung
Abstract	Six dimensions are proposed for the analysis of educational innovation to forward development activities in developing nations. These dimensions were constructed by members of UNESCO regional cooperative networks throughout the world. Preconditions for specifying criteria were an analysis of the complex relationship between education and overall development, an understanding that educational innovations must depend on the socio-cultural and economic objectives of each nation, and an understanding of the relativity of the term "innovation." The first three dimensions relate to the type of development strategy to which a nation has given preference, characteristics of the innovation strategy and propagation of innovations, and how innovation fits into development. The next three dimensions concern the sectorial nature of educational innovation, how innovation fits into the educational system, and the relationship between long-term and short-term objectives. To determine whether these criteria have been considered, analysts should note the effects of innovation outside the educational system, determine whether it is accepted by those for whom it is intended, investigate institutional links between education and planning, and determine the extent to which educators are trained with regard to development problems. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01