The Formulation of British Colonial Education Policy, 1929-1961. Final Report.

Autor/in	Clatworthy, F. James
Institution	Michigan Univ., Ann Arbor.
Titel	The Formulation of British Colonial Education Policy, 1929-1961. Final Report.
Quelle	(1969), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advisory Committees; Bibliographies; Colonialism; Comparative Education; Developing Nations; Educational Development; Educational History; Educational Needs; Educational Planning; Educational Policy; Humanism; International Relations; Political Influences; Socioeconomic Influences; Africa; British Colonies; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Beratungsstelle; Kolonialismus; Vergleichende Erziehungswissenschaft; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; History of education; Bildungsgeschichte; Educational need; Bildungsbedarf; Bildungsplanung; Politics of education; Bildungspolitik; Humanismus; Internationale Beziehungen; Political influence; Politischer Einfluss; Sozioökonomischer Faktor; Afrika
Abstract	The study investigates the formulation of British colonial education policy and attempts to evaluate the hypothesis that the policies formulated by the Advisory Committee on Education in the Colonies reflected a consistent attempt to orient education policy in the colonies to the local needs for human resource development. The use of historical analysis and open-ended interviews subsequently led to a large collection of personal papers and documents of the Advisory Committee by Dr. J. H. Oldham. The research supports the hypothesis and further discloses that the framers of the original policy statement of colonial education issued in 1925 were aware of the necessary correlation between education and economic policy. The original nucleus of the Advisory Committee used what influence they could effectively exert to insist that education be considered a social investment and not an expense (service). Unfortunately, their persuasions could not revolutionize the political-administrative indigenous structure of the colonies, or the Colonial Office. The Advisory Committee on Education had no power to compel; only an authority to persuade. The implications to be drawn from the study suggest that the British experience of cross-cultural educational planning is highly significant for the further development of the construct of Sociological-ecology which would use radical humanism as a heuristic axiological premise. A sixteen page primary and secondary source bibliography is appended. (Author/DJB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC