ERIC Number: ED025251
Record Type: RIE
Publication Date: 1966-Jan
Reference Count: N/A
The Potential of the Junior College in the Developing Nations of the World.
Walker, Daniel Gers
The "rising expectations" of the world today include more educational opportunity. This study investigated the potential of the junior college in certain developing countries of the world, the comprehension of its concepts by foreign educators, the extent of their interest, and their recognition of such a need. Chapters deal with master planning and surveys in the continental U.S.; with unique developments in Alaska, Hawaii, and American overseas dependencies with their assorted subcultures; and with developments in Canada, Japan, Chile, and Kenya. Extensive surveys were made of New Zealand and Mexico, which have no junior colleges. After a trial of the instruments in Nevada, information was sent to educational and civic leaders in Invercargill, the regional capital of south New Zealand, and in Mexicali, Baja California. The literature was followed by a questionnaire seeking opinions on the desirability or otherwise of many aspects of the institution of junior colleges. From New Zealand, reaction to the functions and characteristics of junior colleges and to the desirability of establishing one in Invercargill was generally favorable, with only a few reservations. Staffing, rather than funds, was considered the most likely obstacle. The Mexican respondents generally approved of the whole concept, insofar as they understood it, but viewed the establishment of any such institution pessimistically. Money even for building would be unavailable and the present overcrowded, inadequate educational system would have to be improved first. (HH)
Descriptors: Developing Nations, Doctoral Dissertations, Educational Philosophy, Foreign Countries, Questionnaires, Surveys, Two Year Colleges
University Microfilms, Inc., P.O. Box 1346, Ann Arbor, Michigan 48106 (Order No. 66-7085, MF $5.85, Xerography $20.70).
Publication Type: N/A
Education Level: N/A
Authoring Institution: University of Southern California, Los Angeles. School of Education.