Abstract
The paper discusses some African experiences in the diversification of secondary education, which is taken to mean curriculum change in a practical or vocational direction. This approach is intended to provide a wider set of future career options than is offered in the more uniform academic curriculum. The diversification policy has generally been seen as a solution to a number of economic and social problems facing the independent African countries, notably the increasing youth unemployment and the escalating costs of formal education.
Studies which have so far been carried out have, however, revealed that diversification programmes have not met the intended objectives, although there is sustained interest in vocationalising formal education. Problems which commonly face these programmes include high unit costs, an absence of clarity in aims and objectives, a shortage of qualified teachers and the low status of vocational subjects as viewed by the students and the community.
For future development, it is suggested that diversification programmes be reorganised to relate to more realistic goals through wider community participation and through the work-orientation of post-school training programmes.
Zusammenfassung
In diesem Artikel werden einige afrikanische Erfahrungen mit der Diversifikation der Sekundarbildung behandelt, wodurch eine Änderung des Curriculums zu einem praktischen oder beruflichen Schwerpunkt bewirkt werden sollte. Dieser Ansatz soll eine größere Auswahl bei der späteren Berufswahl ermöglichen als sie das einheitlichere akademische Curriculum bietet. Die Politik einer Diversifikation wurde allgemein als Lösung für eine ganze Reihe wirtschaftlicher und sozialer Probleme der unabhängigen Länder Afrikas gesehen, besonders hinsichtlich steigender Jugendarbeitslosigkeit und eskalierender Kosten formaler Bildung.
Bis heute durchgeführte Studien zeigten jedoch, daß die Diversifikationsprogramme die angestrebten Ziele nicht erreichen konnten, obwohl ein anhaltendes Interesse an einem mehr beruflichen Schwerpunkt formaler Bildung besteht. Probleme, mit denen diese Programme gemeinhin zu kämpfen haben beinhalten hohe Kosten für jeden einzelnen Posten, das Fehlen klar umrissener Ziele, ein Mangel an qualifizierten Lehrern und die geringe Anerkennung beruflicher Fächer durch Schüler und Gesellschaft.
Zur Weiterentwicklung wird der Vorschlag einer Umstellung der Diversifikations-programme gemacht, damit realistischere Ziele durch eine erweiterte Beteiligung der Gesellschaft und durch die berufliche Orientierung der Fortbildungsprogramme nach Beendigung der Schule erreicht werden können.
Résumé
On examine dans le présent article quelques expériences africaines en matière de diversification de l'enseignement secondaire, dont l'objectif est de donner une orientation pratique ou professionnelle au curriculum. Cette approche cherche à offrir un plus grand choix d'options professionnelles que ne le font les programmes d'études théoriques plus uniformes. Cette politique de diversification est généralement considérée comme une solution à un certain nombre de problèmes économiques et sociaux auxquels font face les pays africains indépendants, notamment le chômage des jeunes et l'augmentation du coût de l'éducation formelle.
Les études ayant été effectuées jusqu'ici ont, cependant, révélé que les programmes de diversification n'ont pas atteint les objectifs fixés, bien qu'on s'applique particulièrement à donner une orientation professionelle à l'éducation formelle. Les problèmes qu'on rencontre habituellement dans ces programmes incluent des coûts unitaires élevés, une absence de clarté dans les buts et les objectifs, un nombre insuffisant d'enseignants qualifiés et le bas statut des matières d'enseignement professionnel perçu par les élèves et la communauté.
En vue de renforcer davantage le développement, on suggère de réorganiser les programmes de diversification afin qu'ils s'apparentent à des objectifs plus réalistes grâce à une participation accrue de la communauté et à des programmes de formation postscolaire orientés vers le travail.
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Sifuna, D.N. Diversifying the secondary school curriculum: The African experience. Int Rev Educ 38, 5–18 (1992). https://doi.org/10.1007/BF01097941
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DOI: https://doi.org/10.1007/BF01097941