An Analysis of the Rural-Urban Balance for Education in Developing Countries: A Case Study of Liberia.

Autor/inn/en	Coleman, Albert B.; Clark, Elmer J.
Titel	An Analysis of the Rural-Urban Balance for Education in Developing Countries: A Case Study of Liberia.
Quelle	(1983), (22 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Access to Education; Communication Problems; Curriculum Evaluation; Curriculum Problems; Developing Nations; Disadvantaged Schools; Dropout Rate; Educational Administration; Elementary Secondary Education; Expenditure per Student; Facility Requirements; Foreign Countries; Government School Relationship; National Curriculum; Relevance (Education); Rural Education; Rural Schools; Rural Urban Differences; Teacher Qualifications; Liberia + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Kommunikationsbarriere; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Developing country; Developing countries; Entwicklungsland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ausland; Relevance; Relevanz; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Stadt-Land-Beziehung; Lehrqualifikation
Abstract	A study to determine whether educational discrepancies exist between urban and rural sections of Liberia used descriptive analysis to examine curriculum, instructional personnel and facilities, finances, and administrative organization. Sources of data included official documents from the Liberian Ministry of Education; the education section of the 1980-81 report of the Ministry of Planning and Economic Affairs; United Nations publications on education in developing countries; the senior researcher's experiences as a rural school student in Liberia and later as a youth coordinator and an Assistant Director of Teacher Education in the Ministry of Education; and publications about Liberian social, cultural, economic, political, and educational life. Major findings included that 40% or fewer of rural schools followed the prescribed curricula, relevance of which may be questioned because of a high dropout rate; and the level of teacher qualification was low, a greater problem in rural schools, half of whose teachers had a high school education or less. Other major findings were that all school facilities were below standards required for effective school programs; a general lack of funding for education existed, especially for elementary schools; and ministry reports verified an imbalance in the central educational administration, to the detriment of rural schools, primarily because of problems of transportation and communication. (Author/MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC