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100   $a19820325d1980      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aEducation for development or underdevelopment? $eGuyana's educational system and it's implications for the Third World /$fM.K. Bacchus
205   $a1st ed.
210   $aWaterloo, Ont., Canada $cWilfrid Laurier University Press$dc1980
215   $a1 online resource (321 p.)
225 1 $aDevelopment perspectives ;$v2
300   $aIncludes indexes.
311 08$a9780889200845 
311 08$a088920084X 
311 08$a9780889200852 
311 08$a0889200858 
320   $aIncludes bibliography and indexes.
327   $aContents; List of Tables and Charts; Preface; 1. Historical Introduction to Guyanese Society; 2. Post-1945 Developments in Guyana; 3. Primary Education; 4. Teacher Education; 5. Secondary Education; 6. Post-Secondary and Technical Education; 7. Expenditure on Education; 8. Conclusion; Bibliography; General Index; Index of Persons
330   $a  How critical is education in the development struggle of a third world country? Responding to popular demands for more accessible education, the Guyanese government instituted numerous educational reforms, hoping to promote economic growth in both the modern and the traditional sectors of the economy. Many in the traditional sector, however, saw education as a means of economic advancement, and sought increasingly to move into higher social strata through employment in the modern sector. Consequently, the civil service and private firms gained an oversupply of personnel, while agriculture 
410  0$aDevelopment perspectives ;$v2.
606   $aSchool management and organization$zGuyana
607   $aDeveloping countries$xEducation
607   $aGuyana$xEconomic conditions
607   $aGuyana$xSocial conditions
615  0$aSchool management and organization
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996   $aEducation for Development or Underdevelopment$91982967
997   $aUNINA