Okurut, H.E.2011-12-152011-12-151991http://hdl.handle.net/10625/47857There 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...Text1 digital file (53 p.)enEDUCATIONAL POLICYEDUCATIONAL RESEARCHUGANDA--TORORO DISTRICTRURAL COMMUNITIESCURRICULUM DEVELOPMENTAGRICULTURAL EDUCATIONAGRARIAN STRUCTURELITERACYECONOMIC AND SOCIAL DEVELOPMENTIDRC Final Report