Beyond the Neoclassical University: Agricultural Higher Education in the Developing World - An Interpretive Essay. A.I.D. Program Evaluation Report No. 20.

Autor/in	Hansen, Gary E.
Institution	Agency for International Development (IDCA), Washington, DC.
Titel	Beyond the Neoclassical University: Agricultural Higher Education in the Developing World - An Interpretive Essay. A.I.D. Program Evaluation Report No. 20.
Quelle	(1990), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Accountability; Agricultural Education; College Administration; College Faculty; College Role; Developing Nations; Educational Policy; Faculty Development; Foreign Countries; Higher Education; Institutional Autonomy; Institutional Characteristics; Institutional Mission; Public Policy; Rural Areas; Student Development; Universities; Brazil; India + Suchen Sie Ihr Suchwort? Verantwortung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; College administrators; Hochschulverwaltung; Fakultät; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Autonomie; Öffentliche Ordnung; Rural area; Ländlicher Raum; University; Universität; Brasilien; Indien
Abstract	This paper offers reflections on the role of the agricultural university in developing nations by analyzing in turn the factors that contribute to stagnation of these universities. It first takes up the policy conditions that govern the broad outlines of the agricultural university mandate such as the university's relationship with the ministry of agriculture, the degrees of autonomy and accountability, and policymakers' vision of the role of the university. In addition the paper explores the roles and mission that the university defines for itself, particularly the early emphasis on modernization of farming practices through an emphasis on applied innovation in biology and chemistry (and minimal attention given to the social sciences). One of the paper's central arguments is that this emphasis on the sciences and technology has kept the agricultural university from enhancing its role in society and has seriously weakened its ability to establish a strong political base from which to derive sustenance and support. A discussion of organizational structure suggests that the focus on the sciences in a department-based format has perhaps limited the university's ability to improve rural livelihood. A final discussion looks at the philosophy of education that informs the educational experience for faculty and students. (JB)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC