Curriculum Development for Basic Education in Rural Areas. IIEP Seminar Paper: 18. [Report No.: IIEP-SP-18

Autor/inn/en	Postlethwaite, T. N.; King, K.
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Titel	Curriculum Development for Basic Education in Rural Areas. IIEP Seminar Paper: 18. [Report No.: IIEP-SP-18
Quelle	(1975), (37 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Community Involvement; Curriculum Development; Developing Nations; Educational Objectives; Foreign Countries; Generalization; National Norms; Primary Education; Program Descriptions; Rural Areas; Rural Development; Skill Development; Specialization; Theories + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Primarbereich; Rural area; Ländlicher Raum; Rural environment; Ländliches Milieu; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitsteilige Spezialisierung; Theory; Theorie
Abstract	Section I of this paper discusses assumptions about ruralization of the educational curriculum in developing nations (both problematic and exemplary); Section II reviews the achievements of selected African countries in the school, community, and the student's post-primary work life and presents relative implications for curriculum reform. Major conclusions presented in Section I are: general curricular objectives must be the same for all children in most developing nations because curriculum is used to achieve national unity; there is a rural-urban continuum, rather than a dichotomy; current trends are to adapt the curriculum to a specific area and to create a series of parallel forms of the curriculum with the same general objectives; general skills should be taught because rapid change outdates specific skills; the concept of integrated rural development seems more viable than that of ruralizing the curriculum. Among the implications for curriculum reform cited in Section II are: preliminary research on children's work experience and community resource needs should be prerequisite to any curriculum development; the most complex reform task is to account for village contributions to skill formation and village perceptions re: investment in primary schools and then to examine, from a national perspective, whether the essential disciplines taught in any primary school should be more localized and made to interact more with the community infrastructure. (JC)
Anmerkungen	International Institute for Educational Planning, 7-9, Rue Eugene Delacroix, 75016 Paris (France) ($0.60)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01