Suchergebnisse

The need for restructuring the syllabus for each branch of econ's to meet the needs of African countries is stressed. The minimum targets should be: (1) to gear instruction in econ's to the needs & expectations of students & their countries; & (2) to provide a form of vocational training that will not destroy the capacity for innovation. 4 major adjustments are proposed: (a) allowing for the absence of out-of-Sch training in econ's; (b) allowing for the sporadic information students obtain out of Sch; (c) dropping references to problems & analyses of the industr'ized countries; & (d) focusing attention on the specific problems of the students' own country. The teaching of econ's should be oriented to include vocational training of students; instruction on econ policies should be developed which would include training in planning as well as the teaching of a wide variety of subjects, eg, basic pol'al choices open to the Third World; forms & limits of organized constraint; legal instruments of State intervention in econ life; machinery & strategies which insure the efficiency of these interventions, etc. Students must be prepared to use instruments & methods of work which will enable them to keep abreast of SE developments & the introduction of new techniques in professional life. 2 contradictory views on the possibility of SE innovations exist: (i) That there has been no innovation either at the level of pure theory or that of the instruction given in industr'ized countries & that econ's instruction simply repeats the hyp's of the invariability of parameters & the stability of structures. (ii) Conversely & simultaneously, increasing emphasis is being laid by econ history, doctrine, & prognosis on the desirability & possibility of making SE innovations in the non-industr'ized countries. Such innovations are expected more & more to act as a means of accelerating development. This may, however, prove to be unjustified. These 2 contradictory Sch's of thought lead to a permanent swing of the pendulum: sometimes econ's is presented as a system of immutable constraints; at other times, it is seemingly implied that all .econ constraints can easily be modified by soc, pol'al, moral or technical innovations. The teacher, lacking a sci'fic definition of development constraints, can only adopt a compromise approach. M. Maxfield.