Education for Rural Development: Some Implications for Planning. IIEP Seminar Paper: 20. [Report No.: IIEP-SP-20

Autor/in	Coombs, P. H.
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Titel	Education for Rural Development: Some Implications for Planning. IIEP Seminar Paper: 20. [Report No.: IIEP-SP-20
Quelle	(1975), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Agency Cooperation; Change Strategies; Community Education; Cooperative Planning; Coordination; Decentralization; Educational Development; Educational Resources; Lifelong Learning; Nonformal Education; Nontraditional Education; Political Influences; Rural Development; Socioeconomic Influences; Voluntary Agencies + Suchen Sie Ihr Suchwort? Lösungsstrategie; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Koordination; Decentralisation; Dezentralisierung; Bildungsentwicklung; Bildungsmittel; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Political influence; Politischer Einfluss; Rural environment; Development; Ländliches Milieu; Entwicklung; Sozioökonomischer Faktor
Abstract	Rural development is a far more complex, long term proposition than has been generally admitted, for it involves a fundamental transformation across social, political, and economic lines. While the learning needs of rural populations vary considerably, educational planning for all rural areas should incorporate the concept of learning as a lifelong process, and the collective potential of existing formal, informal, and nonformal educational modes should be thoroughly explored. Possible means of affecting change via careful educational planning might include: (1) reorientation and transformation of the schools (area specific objectives to accomodate the majority, rather than the minority; flexible time schedules that do not tie age to grade; and concentration on a generalized curriculum); (2) building educational components into local development projects; (3) strengthening indigenous learning systems to do a broader and better job; (4) tying related educational programs together; and (5) tapping unused resources (e.g., broadcasting systems, underutilized school facilities and teachers, etc.). These suggestions imply that educational planning must: involve all voluntary and official organizations; become more and more decentralized; be melded with development planning; pay much closer attention to the sociological, cultural, political, and organizational aspects of education; include training for non-professional planners. (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