Pupil attitudes toward the “ruralization” of school curricula in Tororo district – Uganda : a research report
Date
1991
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Publisher
School of Education, Makerere University
Abstract
There is a tendency among Third World Educational policy makers to think that a pro-agrarian school curriculum perse provides a panacea for all sorts of rural development problems in predominantly agricultural economies. Undoubtedly agricultural improvement logically constitutes a major ingredient of the rural development process in such countries. It is therefore pertinent that strong emphasis is laid on the teaching and learning of modern agricultural ideas and skills in our schools. However, the advantages to be reaped from such “ruralised” educational programmes will depend, among other things on the prevailing attitudes and expectations of their clients. The central purpose of this study was to measure the attitudes and expectations of pupils in Tororo District - Uganda - toward village oriented school curricula...
Description
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IDRC Final Report
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Keywords
EDUCATIONAL POLICY, EDUCATIONAL RESEARCH, UGANDA--TORORO DISTRICT, RURAL COMMUNITIES, CURRICULUM DEVELOPMENT, AGRICULTURAL EDUCATION, AGRARIAN STRUCTURE, LITERACY, ECONOMIC AND SOCIAL DEVELOPMENT