By Budd L. Hall
Read Online or Download Adult Learning: a Design for Action. A Comprehensive International Survey PDF
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Extra resources for Adult Learning: a Design for Action. A Comprehensive International Survey
To do this, they have accepted that they should build only one society in which the alien tendencies of class division give way to a society where all work co-operatively in total mutual dependence. Unless their own total development strategy is deliberately conceived to make this possible, Tanzaniane will not be able to make any significant contribution to the process of global development aimed at achieving similar objectives internationally. Essentially, developing countries have to restructure their entire educational system as a matter of priority.
Their developmental style and strategyappeared to have served them well and it seemed feasible to the architects of the First and Second Development decades that nonindustrialized nations should follow similar paths to success. Indeed, parts of the "underdeveloped" world of Asia, Africa and Latin America and the Caribbean did make economic advances during the past two decades which can be measured by indices such as those of incomes per capita, national incomes, industrial output, and others: and such criteria are consistent with the canons laid down in the International Development Strategies.
The burden of carrying this weight is adding to the other burdens of the poor countries. If science and technology truly are to serve global objectives of development, then the world has to embark quickly on the task of re-tooling the world's institutions to meet these ends. Time must be made an ally, not an enemy, to achieve it. Clearly a new economic order must embody a technique for development as much as providing the minimum essential resource conditions to enable the technique to work. And since means condition ends, a just and equitable order must imply co-operative effort for global self-development.