Education and the education of teachers
In: International library of the philosophy of education, 18
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In: International library of the philosophy of education, 18
In: Journal of education for social work, Band 14, Heft 1, S. 31-38
In: The annals of the American Academy of Political and Social Science, Band 424, S. 16-28
ISSN: 0002-7162
Educators in both the developed & developing countries have approached problems of educational development in 1 of 2 frameworks. The traditional approach has put the stress on developing the necessary structures & personnel as part of an indigenous attack on institution-building. More recently the emphasis has shifted to the purposes of education, which in turn would determine the patterns of institutional development. Whatever the differences between these 2 approaches, the identification & preparation of qualified individuals--staff development--remain central, & certain lessons are at hand from 25 years of experience in international educational cooperation. A recent review of this experience supported by 12 large donor agencies helps to illuminate the problem. Various models have emerged in South America, East Africa, & in Asia. If there is a desire to learn from the past & not "become famous" in the present, there is a rich body of experience relatively untapped which serious & interested groups may explore. HA.
In: Yearbook of the National Society for the Study of Education 71,2
In: Local government studies, Band 7, Heft 2, S. 92-96
ISSN: 1743-9388
In: Local government studies, Band 5, Heft 2, S. 71-80
ISSN: 1743-9388
In: Journal of ethnic and migration studies: JEMS, Band 3, Heft 4, S. 421-422
ISSN: 1469-9451
In: Journal of ethnic and migration studies: JEMS, Band 3, Heft 1-2, S. 131-134
ISSN: 1469-9451
In: Journal of ethnic and migration studies: JEMS, Band 2, Heft 4, S. 440-444
ISSN: 1469-9451
In: Sociology: the journal of the British Sociological Association, Band 4, Heft 3, S. 415-415
ISSN: 1469-8684
In: The annals of the American Academy of Political and Social Science, Band 424, Heft 1, S. 16-28
ISSN: 1552-3349
Educators in both the developed and develop ing countries have approached problems of educational de velopment in one of two frameworks. The traditional approach has put the stress on developing the necessary structures and personnel as part of an indigenous attack on institution- building. More recently the emphasis has shifted to the purposes of education, which in turn would determine the patterns of institutional development. Whatever the differ ences between these two approaches, the heart of the matter is the identification and preparation of qualified individ uals. Staff development remains central and certain lessons are at hand from 25 years of experience in international educational cooperation. A recent review of this experience supported by 12 large donor agencies helps to illuminate the problem. Various models have emerged in South America, East Africa, and in Asia. If there is a desire to learn from the past and not "become famous" in the present, there is a rich body of experience relatively untapped which serious and interested groups may explore.