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dc.contributor.advisorGrant, Arthur T.en_US
dc.contributor.authorTEMBE, ELIAS OGUTUH AZARIAH.
dc.creatorTEMBE, ELIAS OGUTUH AZARIAH.en_US
dc.date.accessioned2011-10-31T18:57:46Zen
dc.date.available2011-10-31T18:57:46Zen
dc.date.issued1985en_US
dc.identifier.urihttp://hdl.handle.net/10150/187987en
dc.description.abstractThe main purpose of the study was to analyze and compare higher educational systems and the major variables affecting them in Sri-Lanka and Kenya. Data were collected through questionnaires, interviews, and literature reviewed. The conceptual framework of the study is in accordance with a model for a cross-cultural national study of comparative education systems developed by Dr. Herbert B. Wilson, Professor Emeritus at the University of Arizona. The findings of the study indicated that a comparative education system is significantly intertwined and affected by a number of important variables including (1) certain national characteristics such as culture, traditions, religion, politics, patriotism, international contact, life cycles, geography, economy, climate, demographic trends, and social organization; (2) socializing agents including family, tribe, clan, caste, social institutions, religion, military, media, literature, communication, schools, research stations, museums, publications, and public libraries; (3) the history and philosophy of education in public, private, religious, and proprietary sectors; (4) curriculum and instruction including scope, level, sequence, methodology, and mission; (5) enabling activities including administration, authority, control, financing, and political climate; (6) providing activities including availability and preparation of faculty, students, and administrators, and (7) certain current problems and issues affecting education. The major conclusions indicate that the building of a strong system of higher education is an accretive process involving not only the availability of resources but the arising national aspirations and attitudes as well as the development within the population of an awareness of the personal, regional, and national returns from education, particularly higher education. Such public and private awareness is the catalyst for the development and effectiveness of a productive higher education system.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Higher -- Kenya.en_US
dc.subjectEducation, Higher -- Sri Lanka.en_US
dc.titleHIGHER EDUCATION IN TWO DEVELOPING NATIONS: A CASE STUDY OF KENYA AND SRI LANKA.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.identifier.oclc696342307en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberPaulsen, F. Roberten_US
dc.contributor.committeememberNelson, Lawrence O.en_US
dc.identifier.proquest8517504en_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameEducat.D.en_US
refterms.dateFOA2018-09-03T16:15:36Z
html.description.abstractThe main purpose of the study was to analyze and compare higher educational systems and the major variables affecting them in Sri-Lanka and Kenya. Data were collected through questionnaires, interviews, and literature reviewed. The conceptual framework of the study is in accordance with a model for a cross-cultural national study of comparative education systems developed by Dr. Herbert B. Wilson, Professor Emeritus at the University of Arizona. The findings of the study indicated that a comparative education system is significantly intertwined and affected by a number of important variables including (1) certain national characteristics such as culture, traditions, religion, politics, patriotism, international contact, life cycles, geography, economy, climate, demographic trends, and social organization; (2) socializing agents including family, tribe, clan, caste, social institutions, religion, military, media, literature, communication, schools, research stations, museums, publications, and public libraries; (3) the history and philosophy of education in public, private, religious, and proprietary sectors; (4) curriculum and instruction including scope, level, sequence, methodology, and mission; (5) enabling activities including administration, authority, control, financing, and political climate; (6) providing activities including availability and preparation of faculty, students, and administrators, and (7) certain current problems and issues affecting education. The major conclusions indicate that the building of a strong system of higher education is an accretive process involving not only the availability of resources but the arising national aspirations and attitudes as well as the development within the population of an awareness of the personal, regional, and national returns from education, particularly higher education. Such public and private awareness is the catalyst for the development and effectiveness of a productive higher education system.


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