Skip to main content

Advertisement

SpringerLink
Log in

Some issues in rural education: equity, efficiency and employment

  • Published:
Prospects Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Abstract

  1. On the reasons for this view, with respect to Africa, at least, see Richard Jolly and Christopher Colclough, ‘African Manpower Plans: an Evaluation’,International Labour Review, Vol. 106, Nos. 2–3, August–September 1972.

  2. Unesco, ‘Educational Development: World and Regional Statistical Trends and Projections until 1985’, a background paper prepared for the World Population Conference, Bucharest, 1974.

  3. See, for example, United Kingdom Colonial Office,Memorandum on the Education of African Communities London, 1935.

  4. For a summary of the main arguments and a bibliography of sources, see R. P. Dore et al.,Qualification and Selection in Educational Systems: a Programme of Research, Sussex, IDS, 1975. (Discussion Papers Nos. 70 and 71.)

    Google Scholar 

  5. See P. H. Coombs, R. C. Prosser and M. Ahmed,New Paths to Learning for Rural Children and Youth, International Council for Educational Development, 1973.

  6. ibid. See P. H. Coombs, R. C. Prosser and M. Ahmed,New Paths to Learning for Rural Children and Youth, International Council for Educational Development, p. 13–17.

  7. It should be noted that much of the analysis that follows would apply equally to BE programmes established in parallel with secondary education.

  8. One of the earlier and most convincing empirical studies was done by A. Callaway on Nigeria. See A. Callaway, ‘Nigeria's Indigenous Education: the Apprentice System’,ODU: Journal of African Studies (Institute of African Studies, University of Ife), Oxford University Press, Vol. 1, No. 1, July 1964.

  9. Education Sector Working Paper, p. 51–4, World Bank, 1974.

  10. See Bruce R. Harker, ‘The Contribution of Schooling to Agricultural Modernization: an Empirical Analysis’, in P. Foster and J. Sheffield (eds.),World Yearbook of Education, 1974, London, Evans Brothers, 1973.

    Google Scholar 

  11. J. D. Heijnen,Development and Education in the Mwanza District, Tanzania (a Case Study of Migration and Peasant Farming), Amsterdam, Centre for the Study of Education in Changing Societies, and University of Utrecht, 1968.

    Google Scholar 

  12. D. P. Chaudri, ‘Rural Education and Agricultural Development—Some Empirical Results from Indian Agriculture’,World Yearbook of Education, 1974, op. cit. London, Evans Brothers, 1973.

    Google Scholar 

  13. E. Ronald Watts, ‘The Educational Needs of Farmers in Developing Countries’,World Yearbook of Education, 1974, op. cit. London, Evans Brothers, 1973.

    Google Scholar 

  14. George F. Patrick and Earl W. Kehrberg, ‘Costs and Returns of Education in Five Agricultural Areas in Eastern Brazil’,American Journal of Agricultural Economics, Vol. 55, No. 2, May 1973,

  15. L. F. B. Dubbledam,The Primary School and the Community in Mwanza District, Tanzania, The Hague, Netherlands, Centre for the Study of Education in Changing Societies, 1970, see particularly, p. 148–52.

    Google Scholar 

  16. C. A. Anderson et al.,Students, Teachers and Opportunity Perceptions in Kenya, 1961–68, United States Department of Health and Welfare, 1970.

    Google Scholar 

  17. D. Koff, ‘Education and Employment, Perspectives of Kenya Primary Schools’, in J. R. Sheffield (ed.),Education, Employment and Rural Development, Nairobi, East African Publishing House, 1966.

    Google Scholar 

  18. J. D. Conroy, ‘The Private Demand for Education in New Guinea: Consumption or Investment’,Economic Record, December 1970.

  19. J. E. Jayasuriya, ‘Some Studies of Early School Leaving in Ceylon’,Ceylon Journal of Historical and Social Studies, Vol. 3, No. 1, 1960.

  20. A Social and Economic Survey in Three Peri-urban Areas in Botswana, Gaborone, CSO, Ministry of Finance and Development Planning, 1974.

  21. K. King,Primary Schools in Kenya: Some Critical Constraints on Their Effectiveness, Nairobi, IDS. (Discussion Paper No. 130.)

  22. R. Dore,Pre-vocational Studies: a Comment on Recent Developments in Ceylonese Education, Sussex, IDS, 1973. (Discussion Paper No. 13.)

    Google Scholar 

  23. See particularly K. King, ‘Development and Education in the Narok District of Kenya’,African Affairs, Vol. 17, No. 285, 1972.

  24. See, for example, Philip Foster and James Sheffield, ‘General Introduction’,World Yearbook of Education, 1974, op. cit.London, Evans Brothers, 1973.

    Google Scholar 

  25. Easily the most useful of these and on which we have drawn heavily is M. Ahmed and P. H. Coombs (eds.),Education for Rural Development: Case Studies for Planners, New York, N.Y., Praeger Publishing, 1975.

    Google Scholar 

  26. See particularly M. Harper, ‘An Approach to the Training of Extension Workers’,World Development, Vol. 3, Nos. 2 and 3, February–March 1975, who reports on an interesting and successful experiment in Kenya in which secondary school leavers were trained as extension agents and advisers for small-scale businessmen in the rural areas. For an analysis of Indian experience in this area, see J. C. de Wilde, ‘India: Non-formal Education in the Development of Small Enterprise’, in M. Ahmed and P. H. Coombs (eds.),Education for Rural Development: Case Studies for Planners op. cit.New York, N.Y., Praeger Publishing, 1975.

  27. In Tanzania, for example, the recent health campaign resulted in some 700,000 latrines being built in villages. See B. L. Hall and A. Zikompandi,Evaluation of Mtu Nu Afya Campaign, Dar es Salaam, Institute of Adult Education, 1974.

  28. See the insightful discussions of traditional training methods given by K. King,The African Artisan, Centre for African Studies, University of Edinburgh, March 1975, and A. Callaway,Nigerian Enterprise and the Employment of Youth, Nigerian Institute of Social and Economic Research, University of Ibadan, March 1973.

  29. See particularly P. Van Pensburg,Report from Swaneng Hill, Uppsala, 1974, andReport on the Brigade System in Botswana, SIDA, 1974.

  30. These remarks are made on the basis of interviews by one of the present authors with personnel officers of the main construction companies in Botswana in 1972.

  31. An excellent report on an evaluation of the scheme is given by IEDES (University of Paris) and S. Grabe, ‘Upper Volta: a Rural Alternative to Primary Schools’, in M. Ahmed and P. H. Coombs (eds.),Education for Rural Development: Case Studies for Planners, op. cit.New York, N.Y., Praeger Publishing, 1975.

    Google Scholar 

  32. ibid. An excellent report on an evaluation of the scheme is given by IEDES (University of Paris) and S. Grabe ‘Upper Volta: a Rural Alternative to Primary Schools’, in M. Ahmed and P. H. Coombs (eds.),Education for Rural Development: Case Studies for Planners, op. cit.New York, N.Y., Praeger Publishing, 1975, p. 354.

    Google Scholar 

  33. See Jacques Hallak,A Qui Profite l'École?, Paris, PUF, 1974.

    Google Scholar 

  34. See Jacques Hallak, ‘Quelques Tendances et Perspectives pour l'Économie de l'Éducation’,Orientations (Paris), Vol. 15, No. 57, October 1975.

Download references

About this article

Cite this article

Some issues in rural education: equity, efficiency and employment. Prospects 6, 501–525 (1976). https://doi.org/10.1007/BF02279144

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02279144

Keywords

Search

Navigation