Reorientation of educational curricula towards new development challenges and education for peace

Abstract

This study highlights the challenges and constraints faced by African countries in reorienting their education systems to meet development needs as the 21st century approached. Written in 1993, it underscores the persistent issues of poverty, political instability, and environmental crises that hindered progress. The document critiques the assumption that mimicking industrialized nations' development models would suffice, emphasizing the need for education to address local realities. It identifies two contrasting views on education's role: one arguing that education is performing adequately given limited resources, and the other asserting that reforming education could yield significant developmental benefits. The study advocates for an optimistic, pragmatic approach to curriculum reform, focusing on aligning education with socio-economic recovery and sustainable development. Key challenges include rapid population growth, the knowledge explosion, and rising aspirations, alongside disparities between rich and poor nations, knowledge and wisdom, and power and love.