An Analysis of Some Factors That Affect Curriculum Implementation in Upper Volta.

Autor/in	Ouedraogo, Mathieu R.
Institution	African Curriculum Organisation.
Titel	An Analysis of Some Factors That Affect Curriculum Implementation in Upper Volta.
Quelle	(1983), (86 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Curriculum Development; Developing Nations; Educational Attitudes; Educational Objectives; Elementary Secondary Education; Foreign Countries; Government Role; Language of Instruction; Negative Attitudes; Relevance (Education); Social Change; Teacher Education; Vocational Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Teaching language; Unterrichtssprache; Negative Fixierung; Relevance; Relevanz; Sozialer Wandel; Lehrerausbildung; Lehrerbildung; Ausbildung; Berufsbildung
Abstract	Proposed reforms in the educational system of Upper Volta have brought to the surface a variety of opposing and negative reactions against implementing suggested changes. Factors that have emerged to hamper change are: (1) language of instruction (French vs Voltaic); (2) concentration on productive instruction (e.g., animal husbandry) gives rise to fears about obstruction for the student who may be socially upwardly mobile; (3) parents' negative attitudes; (4) difficulty in recruiting and training teachers; (5) differences between urban and rural needs and opportunities; and (6) the question of the role the government should play in education. Descriptions of the methodology, data computation, and analysis of findings from a survey are given as a well as a summary of the findings and conclusions. Some recommendations are made on training teachers and school administrators, and the role curriculum developers should play in implementing changes. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC