Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601312
Title: The relevance of curriculum to socio-economic needs : a case study of India
Author: Hazarika, Sheilah Drusilla
Awarding Body: Institute of Education (University of London)
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1990
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Abstract:
This thesis is an analysis of the relevance of curriculum, especially school curriculum to socio-economic needs. After an Introduction which is Chapter I, Chapter II identifies from the Kothari the Education Commission 1964-1966 an interpretation of the socio-economic needs of India, the role of education, and how curriculum might contribute to development. The thesis argues that the theoretical position adopted by this Commission is understandable within the paradigm of "modernization" theory. The Kothari Commission's position and educational recommendations are analysed within a framework developed by Bill Williamson in his book Education. Social Structure and Development. In Chapters III and IV the various problems in education and development are analysed through the categories of relevance, equality and balance identified by Williamson which leads to some contrast and comparison with the theory positions adopted by the Kothari Commission. Chapters Five, Six and Seven continue the analysis by assessing the relationship between socio-economic development and education in historical context (Chapter V); in terms of major curriculum policies (Chapter VI); and in terms of selected curriculum practice (Chapter VII). The organizing theme running through the analysis relates to whether Indian education might be understood specifically in terms of 'dependency' as identified by Williamson, and how far India fits within concepts of a 'Dependent Society' pattern. Overall, the thesis falls into two parts. The first develops the theoretical basis which finally focusses on the significance of curriculum for development. The second part of the thesis concentrates on curriculum content and change in India, with some specification of the balance between national and international influences on education and curriculum. The thesis concludes with a commentary on the theory positions of Kothari and Williamson, identified in the first part of the thesis in the light of the evidence assembled in the second part of the thesis.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.601312  DOI: Not available
Keywords: Lifelong and Comparative Education
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