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The need for attention to the issue of rural education
ARTICLE

International Journal of Educational Development Volume 21, Number 1 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper argues that strategies for vocational education in Africa, with particular regard to rural communities, which were highlighted as a key aspect of development strategies in the '60s and '70s — such as "Education for Self Reliance" or the Brigades of Botswana (see Nyerere, J., 1967. Education for Self-Reliance. Ministry of Information and Tourism, Dar es Salaam; Foster, P., 1969. Education for self reliance: A critical evaluation. In: Jolly, R. (Ed.), Education in Africa: Research and Action. East African Publishing House, Nairobi, pp. 81–102) and the World Bank programmes in support of "Non-Formal Education" (Coombs, P., Ahmed, M., 1974. Attacking Rural Poverty: How Non-formal Education Can Help. World Bank/Johns Hopkins University Press, Baltimore) — have never been replaced with a viable alternative in subsequent years. Whatever the reasons for the failure or demise of such programmes, which aimed at linking the school curriculum to the world of (rural) work in the past, the need for careful attention to that linkage has increased rather than decreased in the interim given the overall decline in access to secondary and tertiary education and the prospects for finding alternative employment in the formal sector. The paper focuses on recent reform initiatives in South Africa and seeks to make the point that new policy, in so far as it has been shaped by global trends, has failed to engage with the specific interests of the rural poor.

Citation

Kallaway, P. The need for attention to the issue of rural education. International Journal of Educational Development, 21(1), 21-32. Elsevier Ltd. Retrieved June 25, 2019 from .

This record was imported from International Journal of Educational Development on February 20, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0738-0593(00)00010-9

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