Some remarks on education policy and planning in Mozambique: A reply to Dr R.A. Carr-Hill

Analysis of the national planning documents of selected Third World countries reveals common key issues in policies on educational inequality. Expansion, national unity, decentralisation, positive discrimination and terminal education are highlighted as recurring themes. A further focus on the dimensions of aid, training, nationalism, regionalism and finance provides a framework which can be used both to assess the degree of dependency or autonomy exhibited in equity planning and to provide a critique of over-simplified applications of dependency theory regarding educational policy.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Some remarks on education policy and planning in Mozambique: A reply to Dr R.A. Carr-Hill

Cited by 2 publications

References 0 publications

Information dissemination: The role of the International Journal of Educational Development 1979–89

Information dissemination: The role of the International Journal of Educational Development 1979–89

Policies on Inequality in the Third World: dependency or autonomy?

Contact Info

Product

Resources

About