Download PDF by James Lynch, Celia Modgil, Sohan Modgil: Education and Development: Tradition and Innovation:


By James Lynch, Celia Modgil, Sohan Modgil

This quantity of the sequence that debates the necessity for common fundamental schooling, is anxious with the "good behaviour" of would-be academic innovators in constructing nations. The textual content appears on the desire for a code of perform and concerning that to problems with financial realism, human rights sensitivity, ecological accountability and academic effectiveness.

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Additional resources for Education and Development: Tradition and Innovation: Innovations in Delivering Primary Education (International Debates Series)

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Interviews with senior personnel involved in this phase of educational development reveal widely held concern over the pace of change generated by multiple, and externally inspired, projects. It is, for example, argued that the absence of overall coordination resulted in some groups of schools being involved in as many as four different initiatives at the same time. Schools could thus be, unproductively, pulled from one project to another with little time for consolidation. Interviews with CDU personnel also draw attention to the fact that production facilities for reproducing materials in-house were (and remain) inadequate for the task, resulting in poorly presented finished products.

This is especially so in the context of developing countries, where a growing body of Textbooks and the Quality of Primary Education 13 research evidence suggests that improvements in the quality of teaching and learning are more closely associated with direct material inputs than is the case in richer, Western nations (Fuller, 1987; Altbach and Kelly, 1988; Farrell and Heynemann, 1989). Such research has been influential with development assistance agencies searching for cost-effective forms of intervention, especially in times characterized by prolonged economic recession and worldwide budgetary restraint.

Comparative Education 30(2), 99-114. Farrell, J. P. and Heyneman, S. P. (eds) (1989) Textbooks in the Developing World. Economic and Educational Choices. Washington, DC: World Bank. Fuller, B. (1987) What school factors raise achievement in the Third World? Review of Educational Research, 57, 255-92. Goulden, D. (1994) Belize-Bristol Primary Education Link Programme. Bristol: University of Bristol, School of Education (mimeo). Hawes, H. W. R. (1979) Curriculum and Reality in African Primary Schools.

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