Preparing Teachers for Education in Rural Development a Handbook. Report of a Study Group (Bangkok, 18 October - 6 November 1976).

Overview & Synopsis

A Study Group, convened by the Asian Centre of Educational Innovation for Development at Bangkok, classified national policy statements, development plans, and innovative programmes in three categories: changes in the concept of rural development; changes in the concepts of education "for" and "in" rural development, and adoption of measures to promote activities according to these concepts; and attempts to reorient teacher education to prepare them for two distinct types of broad roles in rural development. Thirteen case studies from India, Republic of Korea, Nepal and Thailand were reviewed, analyzed and discussed. The case studies were classified into four broad categories based on their content: teacher education for rural development; in-service teacher education for rural development; research in education for rural development; and linking education with rural development. Their innovative features were then synthesized in terms of objectives, programmes, strategy, methodology, solutions to specific problems, and outcomes. The elements of a "core" curriculum were identified. Certain guidelines were formulated with respect to five different aspects of the problem of rural development and the role of teacher education therein: national policy as it influences the objectives of teacher education; teacher education curriculum; location, structure and functions of teacher education institutions; training methodology; and out-of-school education. (NQ)