Pupil attitudes toward the “ruralization” of school curricula in Tororo district – Uganda : a research report

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dc.contributor.authorOkurut, H.E.
dc.date.accessioned2011-12-15T18:31:32Z
dc.date.available2011-12-15T18:31:32Z
dc.date.issued1991
dc.description.abstractThere 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...en
dc.formatTexten
dc.format.extent1 digital file (53 p.)en
dc.identifier.urihttp://hdl.handle.net/10625/47857
dc.language.isoen
dc.publisherSchool of Education, Makerere Universityen
dc.subjectEDUCATIONAL POLICYen
dc.subjectEDUCATIONAL RESEARCHen
dc.subjectUGANDA--TORORO DISTRICTen
dc.subjectRURAL COMMUNITIESen
dc.subjectCURRICULUM DEVELOPMENTen
dc.subjectAGRICULTURAL EDUCATIONen
dc.subjectAGRARIAN STRUCTUREen
dc.subjectLITERACYen
dc.subjectECONOMIC AND SOCIAL DEVELOPMENTen
dc.titlePupil attitudes toward the “ruralization” of school curricula in Tororo district – Uganda : a research reporten
dc.typeIDRC Final Reporten
idrc.dspace.accessIDRC Onlyen
idrc.project.number860178
idrc.project.titleEducational Research Awards (Kenya, Uganda, Tanzania) - Phase Ien
idrc.rims.adhocgroupIDRC SUPPORTEDen

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IDRC Research Results / Résultats de recherches du CRDI
1990s / Années 1990
Social Sciences Division / Division des sciences sociales