A Survey of Canadian non-governmental educational aid to developing countries

Abstract

This thesis explored (a) the types (cash, materials, personnel) of Canadian educational aid; .{b) the countries in Asia, Africa and Latin America to which most of this aid was given in the year 1969-1970 or the most recent 12-month period; (c) the levels (e.g., elementary, secondary, etc . ) to which most of the aid was given; {d) the socio-demographic (e.g., rural/urban) dispersion of this aid; and (e) the language problem involved in the provision of aid. The investigation was restricted to non-governmental agencies. The method employed was the mailed questionnaire and the responses indicated the following results: the distribution of materials, personnel and cash in elementary, secondary and post-secondary levels was about equal; though concentration of aid was on African and Asian countries, an increased interest was shown on Latin American countries; elementary, secondary and adult education levels received the most emphasis; elementary and secondary levels compared favourably in rural and urban areas, but post-secondary education was neglected in rural areas while aid for adult education was channelled to rural areas. Canadian agencies supported specific projects which were directly related to development such as teacher education, teaching of mathematics and science, and the training of middle level medical personnel. Analysis of the language problem indicated that colonial languages were still the official languages for the majority of the aid-receiving countries but there was a tendency to use regional and/or indigenous national languages only at the lower levels and not at the post-secondary level. Educational materials were mostly in the metropolitan languages and very few attempts at translation were indicated. Although teachers formed the largest category of educational personnel sent, very few agencies indicated having orientation programs which included language learning. With the exception of religious missions, the agencies appeared to give very little attention to language training. Data on finance indicated that educational assistance programs formed an important section of non-governmental agencies and the trend was towards greater involvement. In depth analyses of the role countries such as Canada can play in bringing about fundamental changes of structure and content of the educational systems in developing nations would be helpful to policy makers.