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References
For a discussion of the dimensions of the employment problem in the less-developed countries based on the experiences of pilot missions under ILO World Employment Programme see International Labour Office,Strategies for Employment Promotion, Geneva, 1973, especially, Richard Jolly, Dudley Seers and Hans Singer, ‘The Pilot Missions Under the World Employment Programme’, and Erik Thorbecke, ‘The Employment Problem: A Critical Evaluation of Four ILO Comprehensive Country Reports.’.
For one possible typology of underdevelopment, see Tibor Mende, ‘Aid in its Context’,Prospects, Vol. IV, No. 2, 1974, p. 198. Most, but not all, of the poorest countries would probably fit into Mende's first group—Editor's note.
See discussion in ILO,Employment, Incomes and Equality: A Strategy for Increasing Productive Employment in Kenya, Geneva, 1972.
Estimates in 1970 for percentage of children in primary age-group enrolled in schools for some African countries are: Gambia, 30; Liberia, 36; Nigeria, 31; Sierra Leone, 36; Ethiopia, 15; Malawi, 39; Uganda, 43; Tanzania, 33; Somalia, 9 (Unesco Regional Office for Education in Africa,Selected Statistical Data on 35 Countries of Sub-Sahara Africa, Dakar, 1972). Obviously, the rate of completion after dropout would be considerably lower. Moreover, the enrolment ratio statistics are usually inflated. See discussion in Philip H. Coombs, Roy Prosser and Manzoor Ahmed,New Paths to Learning for Rural Children and Youth, p. 27–9, New York, International Council for Educational Development, 1973.
For instance the Uganda Plan III document states: ‘If ... the population growth rate continues its present gradual acceleration, universal primary education will not become a reality until decades after the end of the present century, unless a disproportionately large amount of the country's resources are devoted to the expansion of primary education.’ —Uganda Third Five-Year Development Plan, p. 328.
Eugene Staley,Planning Occupational Education and Training for Development, New Delhi, Orient Longman, 1970. Also Philip Foster, ‘The Vocational School Fallacy in Development Planning’, in: Unesco,Readings in the Economics of Education, p. 614–33, Paris, 1968.
See Eugene Staley,Work Oriented General Education—A Proposal for Curriculum Development at the School Stage, Bombay, Popular Prakashan, 1973.
For discussion of minimum learning needs and possible alternatives for primary schools, seeNew Paths to Learning, op. cit.
Philip H. Coombs and Manzoor Ahmed,Attacking Rural Poverty. How Non-formal Education Can Help, p. 144, Baltimore, Md, Johns Hopkins University Press, 1974.
See discussion about costs of training programmes inAttacking Rural Poverty, op. cit., Chapter II.
In addition, in the Upper Volta case, juxtaposed against a conventional six-year primary system sccessible to a segment of the population and which leads to a formal secondary education and all that it entails in terms of prestige and occupational prospects, the dead-end rural education centres pose a serious social-political problem.
Attacking Rural Poverty, op. cit.. p. 96–9; André Lemay, ‘The Young Farmers’ Club of Dahomey’, in:An Alternative Education for Youth Action—Training for Development, Dakar, Unesco Regional Office for Education in Africa, 1972.
Attacking Rural Poverty, op. cit.. p. 48.
Marga Institute,Nonformal Education in Sri Lanka, Case study prepared for ICED, Colombo, 1974.
ICED,Building New Educational Strategies to Serve Rural Children and Youth, p. 68–9, draft of a report prepared for Unicef, March 1974.
Ample evidences show that self-employment possibilities cannot be counted upon, particularly in the more depressed areas, unless there is a systematic plan to assist and promote owner-managed enterprises.
Attacking Rural Poverty, op. cit., p. 96–9.
Patrick Van Rensburg,Report from Swaneng Hill—Education and Employment in an African Country, Uppsala (Sweden), The Dag Hammarskjöld Foundation, 1974.
Michel Oksenberg (ed.),China's Development Experience, New York, Praeger Publishers, 1973; see particularly Dwight H. Perkins, ‘Development of Agriculture’ and Jon Sigurdson, ‘Rural Economic Planning’. Also Hsiang-po Lee,Education for Rural Development in the People's Republic of China, Essex, Conn., ICED 1972.
Y. Kassam, ‘The Work-oriented Approach in Adult Education for Rural Development in Tanzania’, p. 113–25, in: German Foundation for International Development,Work-oriented Education for Africa, Report of an International Conference, Bonn, 1972. Also A. H. Rweyemamu and B. U. Mwansasu (eds.),Planning in Tanzania—Background to Decentralisation, Nairobi, East African Literature Bureau, 1974. See also Budd L. Hall, ‘The United Republic of Tanzania: a national priority to adult education’, inProspects, Vol. IV, No. 4, 1974, p. 512–16.
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Has taught at the Institute of Education and Research, Dacca University. Co-author of two books emanating from the ICED non-formal education studies: New Paths to Learning for Rural Children and Youthand Attacking Rural Poverty: How Nonformal Education Can Help.
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Ahmed, M. Education and work—Elements of a strategy. Prospects 5, 53–62 (1975). https://doi.org/10.1007/BF02220208
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DOI: https://doi.org/10.1007/BF02220208