Literaturnachweis - Detailanzeige
| Autor/in | Edington, Everett D. |
|---|---|
| Titel | Federal Policy for Rural Education. |
| Quelle | (1975), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Accountability; Agency Cooperation; Coordination; Definitions; Educational Problems; Federal Government; Federal State Relationship; Needs; Policy Formation; Rural Development; Rural Education |
| Abstract | The U.S. lacks a well defined Federal policy for rural education, as those in decision making positions traditionally have represented urban and suburban interests. Much of the blame lies with those of us who are concerned with rural education, for it is our responsibility to see that policy makers are aware of and interested in the unique problems of rural education. Perhaps the greatest problem facing rural education is that of coordinating policies from different factions. For example, when attempting to educate a migrant child, there is need for coordination of educational, agricultural, and migrant worker policies. Likewise, those engaged in the development of rural schools are hampered if they work exclusively on schools and disregard the total rural society. Federal and State Governments must be made to understand that the problems of rural education demands better mechanisms of policy input. Furthermore, it is extremely important that any National policy for rural education should support and, in turn, be supported by policy for total rural development. The U.S. Office of Education's Task Force recommendations of 1969 constitute a viable rural educational policy, but such policy is worthless until implemented; it is essential, therefore, that people at the local level insist via their elected representatives that such policy be implemented. (JC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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