Developing Education v. Education for Development

Abstract

Educators in both the developed and develop ing countries have approached problems of educational de velopment in one of two frameworks. The traditional approach has put the stress on developing the necessary structures and personnel as part of an indigenous attack on institution- building. More recently the emphasis has shifted to the purposes of education, which in turn would determine the patterns of institutional development. Whatever the differ ences between these two approaches, the heart of the matter is the identification and preparation of qualified individ uals. Staff development remains central and certain lessons are at hand from 25 years of experience in international educational cooperation. A recent review of this experience supported by 12 large donor agencies helps to illuminate the problem. Various models have emerged in South America, East Africa, and in Asia. If there is a desire to learn from the past and not "become famous" in the present, there is a rich body of experience relatively untapped which serious and interested groups may explore.