Education with Production in Conventional Secondary Schools: Understanding and Implementation.

Autor/in	Mhlanga, Michael J.
Institution	Linkoping Univ. (Sweden). Dept. of Education and Psychology.
Titel	Education with Production in Conventional Secondary Schools: Understanding and Implementation.
Quelle	(1989), (92 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	91-7870-496-0
Schlagwörter	Hochschulschrift; Agricultural Education; Demonstrations (Educational); Developing Nations; Educational Finance; Foreign Countries; Fund Raising; Productivity; School Funds; Secondary Education; Secondary Schools; Trade and Industrial Education; Vocational Education; Work Study Programs; Zimbabwe + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Developing country; Developing countries; Entwicklungsland; Bildungsfonds; Ausland; Fundraising; Spendensammlung; Produktivität; Sekundarbereich; Sekundarschule; Gewerblich-industrielle Ausbildung; Berufsbildung; Simbabwe
Abstract	This document describes a study that investigated how the concept of education with production (EWP) can be understood in Zimbabwe and the capacity of conventional secondary schools in Zimbabwe to implement EWP. Chapter 1 of the document describes the concept of EWP as the application, in developing nations, of ideology in the school curriculum through school activities that produce goods and services. Implications of the concept for curriculum and school activities, a model for EWP, resources that are necessary, and the research objectives of the study are discussed. Chapter 2 explains the study's methodology, including the choice of participating schools and subjects, research instruments, reliability and validity issues, access to schools, and the data gathering. Chapter 3 presents the study's findings, based on interviews with three headmasters and eight teachers from these schools. Chapter 4 discusses those findings and covers such topics as how EWP is understood in Zimbabwe secondary schools and what procedures have been attempted; obstacles that were encountered in the attempts; and the implementation of EWP. The appendices contain the interview schedule used with headmasters; the interview schedule used with teachers; cards used during interviews with teachers; a checklist for commonly used materials; and a checklist for maintaining and servicing equipment. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC