Abstract
The author spent three years in the Caribbean and almost two years in East Africa before taking up his present position at the Society's UK Headquarters. He was educated at a residential school for the blind before being integrated into a standard school at secondary level and has, therefore, seen educa tion for the blind both as a consumer and as an administrator. This article has been written from a personal viewpoint in the hope that it will generate fruitful discussion. It challenges the effectiveness of the models of education of blind children generally adopted in Commonwealth Africa and questions their relevance for a largely agricultural society.
Get full access to this article
View all access options for this article.