A socio-historical analysis of education/in the / third world and its implication)lfor rural development

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dc.contributor.advisorPrah, Kwesi Kwaa
dc.contributor.advisorEllis, J. H. P.
dc.contributor.authorErnstzen, June
dc.date.accessioned2020-11-11T13:18:43Z
dc.date.accessioned2024-03-20T12:21:31Z
dc.date.available2020-11-11T13:18:43Z
dc.date.available2024-03-20T12:21:31Z
dc.date.issued1993
dc.descriptionMagister Artium - MAen_US
dc.description.abstractThe greater part of the analysis relates to the needs of the Third World, with an emphasis on Africa (as opposed to the entire Third World). Within the African context, these needs should be seen against a background created by political, economic and demographic changes. Throughout the educational process the concept of education as learning, and not simply as schooling, has had important implications for development, in particular rural development.en_US
dc.identifier.urihttps://hdl.handle.net/10566/9483
dc.language.isoenen_US
dc.publisherUniversity of Western Capeen_US
dc.rights.holderUniversity of Western Capeen_US
dc.subjectRural developmenten_US
dc.subjectImportance of educationen_US
dc.subjectThird Worlden_US
dc.subjectAfricaen_US
dc.subjectZimbabween_US
dc.titleA socio-historical analysis of education/in the / third world and its implication)lfor rural developmenten_US

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Magister Artium - MA (Anthropology/Sociology)