ABSTRACT
This book has identified a wide range of experience in the development/education relationship. Just as ‘development’ has a range of meanings, as an objective as well as a means for economic and social improvement in human societies, so too has ‘education’. Education can be measured by the amount of learning or by mere attendance in a school; it can encompass a wide range of features in its content and organization, in terms of the length and breadth of the student’s experience in school and the impact of that experience after he or she leaves school. As a result it has a great variety of interactions with the development process and at all scales. Education affects people in the local community and in society at large in different ways. Conversely, the style and purpose of development has an effect on the education system. There is no simplistic, universal education/development relationship. Education has been taken to be an integral feature of development processes, with measures to expand the quantity and improve the quality of schooling as typical components of national development strategies. More development has seemed to require more formal education; just how much more or with what form and content has varied enormously from one developmental context to another. In different countries at any one time, and at different periods in the same country, the contribution of schooling to development has varied.
