Function and Dysfunction in Education for Rural Development. An International Survey.

Autor/in	Axinn, George H.
Titel	Function and Dysfunction in Education for Rural Development. An International Survey.
Quelle	(1974), (23 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Agricultural Education; Career Education; Change Agents; Dropouts; Educational Innovation; Educational Objectives; Growth Patterns; Human Development; Rural Development; Rural Education + Suchen Sie Ihr Suchwort? Schulleistung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Arbeitslehre; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung
Abstract	Formal education is a set of learning experiences which are intentionally organized by teachers and learners. Since humanity institutionalizes its organized activity, formal education becomes institutionalized. As the human environment changes over time, to the extent that learning is preparation for living, it too must change. The alternative is to become obsolete and dysfunctional. Formal education becomes organized into grades or steps, each usually the preparation for the next, but most learners do not move throuh the whole series of steps. Thus, they find the programs of the early stages less than optimal for their particular life preparation. Using data from Indonesia, Nepal, Nigeria, Ethiopia, and similar countries, an alternative system is suggested in which each level is fundamentally preparing for some kind of useful work, possibly a lifelong career--those who succeed in that kind of career may go on to the next level. The door is open for a few to go on directly. It is argued that the "direct door" should not be open as it offers an elitist escape from social responsibility. (Author/NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01