| This dissertation examines educational planning and educational expansion in less educationally developed countries, with particular emphasis on why such planning has failed. I review perspectives that have been used to explain the past expansion of schooling and perspectives that have guided planning for future educational expansion and development (Chapter I). Using Unesco data, I examine the expansion of schooling from 1950 to 1980 and the extent of schooling in 1980 in those countries that I have identified as being less educationally developed (Chapters II and III). Overall, such countries have a lower proportion of their school-age youth enrolled in school, and they provide a lower quality of schooling, as indicated by low expenditures on education and by high student/teacher ratios. Further, I examine certain problems that less educationally developed countries have in common (Chapter IV). These problems are related to colonialism and neocolonialism, economic concerns, gender inequities, rural-urban imbalance, multiplicity of ethnic and language groups, and social class differences. I also examine education as a social problem and the implications for educational planning (Chapter V). Finally, having provided evidence in Chapters III, IV, and V that educational planning and educational expansion have failed in developing countries, I propose four factors that help explain that failure: varied definitions of success, inadequate planning perspectives, inadequate planning agencies, and problems related to the social structure. |
