Implementing Educational Policies in Zimbabwe. World Bank Discussion Papers No. 91. Africa Technical Department Series.

Autor/in	Maravanyika, O. E.
Institution	World Bank, Washington, DC.
Titel	Implementing Educational Policies in Zimbabwe. World Bank Discussion Papers No. 91. Africa Technical Department Series.
Quelle	(1990), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0259-210X
ISBN	0-8213-1588-9
Schlagwörter	African Studies; Colonialism; Developing Nations; Educational Development; Educational History; Educational Policy; Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; International Programs; Primary Education; Zimbabwe + Suchen Sie Ihr Suchwort? Kolonialismus; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Primarbereich; Simbabwe
Abstract	Zimbabwe has been independent only since 1980. It has, however, attempted to change significantly the inherited educational policies, which it considers to be inappropriate to the nation's adopted socialist ideology. This paper outlines and critically appraises Zimbabwe's educational policies and finds that post-independence educational policy formulation has been influenced not only by the ideological goals of national policy, but equally strongly by the inherited colonial capitalist infrastructure. A thorough review of the main factors influencing policy formation in the colonial period helps to explain why the transformation in educational policies has been more quantitative than qualitative since 1980, the emphasis on socialist development notwithstanding. Additional factors which have hindered substantial qualitative change have been the short time period since independence and shortages of both human and material resources. A particular problem is the preference of students and parents for a traditional, academic education of the sort often denied Blacks under colonial rule over the new, more practical and vocational curriculum. In conclusion, the paper reviews the implications of the dichotomy between pre- and post-independence social, economic, political, and educational goals for the specific areas of private schools, teacher education, curricula, and examinations. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC