Few subjects have been discussed as extensively as the place of literacy in the development process. Yet, there is no clear consensus regarding definitions, levels, policies, methods or consequences. As a first step, a model is identified and used as a basis for the analysis of adult literacy's role in development. Literacy is seen as part of an integrated approach to development, being subordinate to overall educational goals. Literacy from this perspective is stripped of its mystique, allowing for a more realistic analysis of its role in rural development. After a review of issues, views and trends as regards literacy and its role in development and a description of the socio-economic and educational situation in rural Bangladesh, the field research is presented as a case study. The role of volunteer teachers, or facilitators, is studied in relation to the materials used in the project. The rationale for and methods of implementation of a post-literacy programme are analysed, concluding with an examination of the integration of literacy with other development activities. The study confirms the subservient nature of literacy to wider educational goals and clarifies some of the ramifications. Overall, however, the model was found to be inadequate for identifying literacy's role in development. An alternative model is presented, and the implications of this emerge from the study. Precisely because literacy has to be integrated with other aspects of development, in order to be significant for the rural communities that it serves, its relationship to the process of development remains ambiguous and elusive. Literacy is seen as an ambivalent aspect of an integrated approach to development. This dissertation challenges the assumption that literacy is an independent variable which can be measured by a universal yardstick, and illustrates the inextricable way in which the role of literacy is related to development strategies in specific contexts.

This study is of two groups of teachers in Mexico: primary schools of the Secretariat of Public Education [SEP], and the National Autonomous University of Mexico [UNAM]. The thesis analyses the nature of their relationship with the State, especially in terms of how this has framed efforts to create a profession, and the reactions and resistance of teachers to various aspects of State control. Chapters one and two analyse Mexican authoritarianism, and the professionalisation of teachers in terms of Mexico, but also a comparative motif is introduced by counterpointing the Argentinean and Peruvian contexts. Chapter three deepens the analysis of Mexico showing how, in the inter-war period, the professionalism and professionalisation of teachers was affected by their social class origin, their training, the unions, and the styles of resistance which began to emerge. Chapter four extends the analysis into the period 1941 to 1970 and argues that predominantly right wing government policies led to conflicts involving teachers and led to a 2 consolidation of their unions. The State responded by trying to extend its control which resulted in increasing resistance on the part of teachers. Chapter five assesses the contemporary period, and the tensions between teachers, the government, and teachers' unions. Chapter six provides a conclusion.

This study analyses the functions of the national educational system and of specific educational institutions and programmes in the national development process in Tanzania before and after independence. The principal focus is the relationship between the formulated and the implemented educational policies with emphasis on the possible contribution of education to economic development. The analysis is undertaken both at the macro and the micro level. The macro-analysis relates the development and change of the national educational system to the development and change of the general socio-economic and political context during the two periods. The micro-analysis of selected educational institutions and programmes in different socio-economic regions investigates how the stipulated national political and economic development goals were implemented at the local level. The combined investigation sets an historical perspective for the policy of education for self-reliance by comparing its similarities with and differences from the mass education approach adopted during the British period. The major contribution of the study is the understanding of the influence of politico-ideological elements and socio-economic settings on educational achievements. By identifying the barriers to educational achievement, the potential for education to improve national development is underscored.

The study examined the effectiveness of the National Youth Service Corps programme in Nigeria in relation to its major objective which is to help bring about national integration. Specifically, it has attempted to find out the attitudes of a sample of graduate youths from the Hausa and Yoruba ethnic groups towards the Igbos and the country, and to assess whether participation in the National Youth Service Corps programme produces a change in their attitudes. The major hypothesis for the study - those who have served in the National Youth Service Corps programme will have a more positive attitude towards national integration as measured by the National Identity Scale, than those who have not served in the scheme - is supported. The favourable change in attitude however is moderate (P <.01). The results indicate that the respondents' job satisfaction, as typified by the significance of the jobs assigned to them, rather than participation per se is a better predictor of national integration in the present study. Quasi-experimental design was adopted. Evidence of the corps members' attitudes towards the Igbos and the country before their participation in the one year national programme serves as a baseline for measuring change. Four major scales are used. The National Identity Scale in the form of Likert-type attitude scale; Marriage Choice Scale - a modified Bogardus' Social Distance Scale. Socio-metric-type questions form the Friendship Choice Scale. Osgood's semanticdifferential scales of 'a typical Igbo' make up the fourth attitude scale. 460 randomly selected respondents form the sample. 260 are the experimental group, while 200 are the control group. Questionnaire and interview methods are used to collect data from the experimental group before and after their service in Imo state. Only the questionnaire is used to collect data from the control group. For data analysis, Factor analysis, t-test, (and One-way Analysis of Variance, where appropriate) and Step-wise Multiple Regression analysis are employed. The mean difference between the experimental and control group is examined in terms of participation and non-participation in the NYSC programme. Comparisons are also made between the entire sample as categorised by such biological/demographic factors as sex, ethnic origin and religion of respondents. For the experimental group only, the possible effect of such factors as frequency of contact with their host community - the Igbos, job satisfaction in their place of assignment, language acquisition (Igbo) and location of their assignments in terms of urban/rural environment are also examined at the end of their service year. This is done in order to determine the most effective factor/s within the context of the National Youth Service Corps programme that help reduce prejudice, and therefore increase national integration.

The history, status, curricula, examinations, cost and staffing of business secondary schools are discussed together with an analysis of the structure of business education within the overall educational framework and its relationship to office work in the 'real' world. The concern of the study is with the working environment which school leavers are about to enter. It identifies and critically analyses the ideas and ideology with which office work is often associated. The study analyses Ghana's economic structural adjustment as it influences current thinking on the relationship between education, the employer and work. Further, the study explores employers' opinions and beliefs about the selection and recruitment of (vocationally-oriented) business secondary education school leavers. The employers' role is also examined as it embraces a set of transactions and experiences that must be included in any valid discussion of the vocationally-oriented education process. Important consideration is given to experiences from other countries that are tackling similar issues and/or share many economic and social problems with those of Ghana. In using theories that attempt to explain the relationship between education and work, the study confronts important questions about the strengths and limitations of the system of vocational secondary education. Particular attention is given to human capital theory, the screening hypothesis and the correspondence principle. The research methodology used for the fieldwork component of the study was the survey approach, with the emphasis placed on the use of questionnaires/interview schedules, analysis of documents and observation techniques. The following populations were sampled: teachers, headteachers, curriculum developers, teacher trainers and education officers, students, employees and employers. The data are analysed in four chapters. Thereafter, employers' recruitment policies as well as policies for business curriculum practice as they exist today are investigated, with a view to offering suggestions for policy as regards the recruitment of school leavers with (vocationally-oriented) business secondary education. The conclusion re-examines the previously explored theoretical approaches in the light of the empirical investigation. It also advocates a linking of policy and curriculum developments in education and training to wider social and economic changes, together with a more co-operative approach between the employer, the student and the teacher in the context of a more successful management of the transition from school to work.

Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: - Poor interpretation of SSCDP goals; - Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. recognising implementation as a process dependent on a mutual linkage relationship among participants. recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.

This thesis describes the role of politics of the Greek secondary school curriculum and focuses on the system of control of education as well as the influence of some interest groups on the policy formation. The study of the educational system from the foundation of the modern Greek state in 1828 up to the present gives the historical context of the traditional and the new secondary school curriculum. It also points out the demands for curriculum reform, especially since 1950s, in the view of the broader social, political and economic changes and it underlines the difficulties of the system to be changed. The obstacles to educational modernization and democratization are sought in the traditional views of valued knowledge in Greece, such as humanism, and in the politics of the curriculum. The Greek educational system has still an academic and humanist orientation which is based on the Orthodox Christian ideas and the Ancient Greek values and it is characterized by a non progressive attitude to curriculum change. The politics of the curriculum control in Greece, on the other hand, is very much affected by the role of the state which is centralized, bureaucratic and authoritarian. Consequently, the influence of some important interest groups such as the political parties, the University of Athens Faculty of Philosophy and the Federation of Secondary School Teachers (O.L.M.E.) on the educational decison-making process is examined in detail.

There is important to create flexible placement system in a world economic that is very variable so attention is paid to life long education. Changes in environment and activities act on permanent society. Individual should have a possibility to live in changeable political as well as economical situation, creating new democratic society. Regularly elevating science level, developing new technologies, changes requirements for employment. So continual need for improving knowledge is significant. Research object: Possibilities of continual adult education in Utena district. Aim of the research: To explore possibilities of continual adult education in Utena district. Tasks of the research: 1. To discuss conception, destination and aims of continual education. 2. To study adults’ motivation and experience in education. 3. To present institutions for adults’ education in Utena. 4. To research possibilities of continual education between inhabitants in Utena district. Used methods in the work: 1. Theoretical: analysis of scientific and methodical literature was used with the aim to ground theory of research problem. 2. Empirical: empirical research, interview of respondents and analysis of data. 3. Statistical: data of the research was analyzed using SPSS. At the theoretical part or work is reviewed education as continual process lasting all the life. At the practical part research are present. This research was competed in Utena. Respondents are adult people. Aim of research... [to full text]

Lifelong education of general nurses has been permanently a very current and topical issue, especially in connection with the necessity to introduce new standards of education of non- medical health professionals following the Czech Republic's accession to the European Union, in connection with implementation of the Act No. 96/2004 Coll., on conditions of acquiring and recognizing professional qualifications to perform non-medical health care professions, in connection with amendments of this legislation which brought about not only changes into the way of lifelong education but also increased the competences of nurses, but also in connection with preparation of a new legislation which shall replace the Act No. 96/2004 Coll. on non-medical health professions, and shall, due to dissatisfaction with the existing system, completely alter the concept of both professional and lifelong education. This degree thesis deals with the issues of lifelong education of general nurses. The main objective is to map the issues of lifelong education of general nurses and determine the level of satisfaction with lifelong education of general nurses, namely of general nurses working in hospitals within the Region of Karlovy Vary. The theoretical part of the thesis provides general information on lifelong education and...

This thesis deals with the possibilities of education of elderly citizens in the Czech Republic. It compromises of a theoretical and an empirical part. In the theoretical part of the thesis the characteristics of gerontopedagogy and gerontodidactics were determined, and further the possibilities of education of seniors were outlined. The research in the empirical part of this thesis regards the adequateness of the offers of educational institutions for the elderly. The aim of the research is to determine whether the offer of the institutions in selected Prague districts, which currently provide learning opportunities for elderly, is sufficient for the purposes of their needs and interests. The ultimate research question is: What is the opinion of the respondents on the range of offers of the educational institutions? Further sub-questions were asked, regarding the number of educational institutions, the variety of activities offered, the lack of educational activities, promotion of the activities, the cooperation of the educational institutions with the social welfare department and with feedback from the elderly. A qualitative research was conducted by the method of semi-structured interviews with the social workers and employees of the educational institutions for the elderly (senior clubs) in...