Planning and Managing Education: For What Ends?

Overview & Synopsis

In the 1950s and 1960s education came to be seen as a key element in the developmental process of countries. Many parties came to accept a direct correlation between education and the economic growth of nations. It was in this vein that many developing countries drastically increased their expenditures on education. This paper asks whether the poor nations of the world could justify this degree of spending on education. Rapid economic "development" has had numerous consequences for poor countries, many of which have been negative. Nevertheless, education can play and needs to play a constructive role in these societies and this is best achieved by creating an appropriate agenda for educational planners and administrators. This agenda should include such tasks as (1) clarification of the philosophy and goals of schooling; (2) change in curriculum, methods of teaching, and approaches to education; (3) reorganization of the educational system; and (4) reassessment of value systems. Education is a powerful force for creating the right information, shaping the attitudes, and developing the moral and intellectual fiber of youth. Education has the potential for change and this potential must be released. (DB)