Key Factors in the Rise of Mass Popular Education and Their Relevance for Education in Southern Africa in the Twenty-First Century.

Autor/in	van Niekerk, E. J.
Titel	Key Factors in the Rise of Mass Popular Education and Their Relevance for Education in Southern Africa in the Twenty-First Century.
Quelle	(1994), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Developing Nations; Economic Development; Educational Development; Elementary Education; Foreign Countries; Industrial Structure; Industrialization; Public Education; Social Stratification; Social Structure; Africa + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Bildungsentwicklung; Elementarunterricht; Ausland; Industrielandschaft; Industrialisation; Industrialisierung; Öffentliche Erziehung; Soziale Zusammensetzung; Sozialstruktur; Afrika
Abstract	This paper identifies the historical factors that played a key role in the rise of mass popular education and describes how these factors relate to education in Southern Africa in the 21st century. The broad overview of developments since the Renaissance begins with the Protestant Reformation, which established a theoretical basis for elementary vernacular education. Subsequent social forces that rivaled religious control of elementary schools are also discussed: the advent of modern science, the rise of nationalism and democracy, the decline of the feudal system, and the Industrial Revolution. The Industrial Revolution gave rise to the idea that global progress and equality could and should be achieved by integrating all nations into industrialized forms of civilization. Because the rise of modern systems of mass popular education is linked to the advent of "developed," industrial civilization, education has also played a role in destroying traditional ways of existence in agricultural societies. This leads to questions about the function of education in developing countries. On one hand, there is concern about uneven developmental patterns in the world and increasing social stratification. On the other hand, cynicism exists as to whether developing countries can integrate meaningfully into an industrial type of civilization. The paper ends with the following questions: (1) Is it imperative for Southern Africa to become integrated into the Western model of development, and if so, what are the implications for education?; (2) Does Southern Africa have the economic base, infrastructure, and developed manpower to sustain accelerated development and what are the implications for educational planning?; (3) How can educational provision be matched with Southern African developmental needs?; (4) How can educational costs be contained while taking Southern Africa's developmental needs and capacity into account?; and (5) What is the function of development aid within the Southern African context? (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC