Abstract
Educational development plans in Third World countries have stressed the need to develop the economic, social and political potential of their population through a public education system that has emphasized rural development. A case study of the educational system in Ethiopia from 1942 to 1974, a country where more than 85 per cent of the population lives in the rural areas, revealed that the educational system was geared towards urban development and neglected the rural sector. Hence, Ethiopian education was characterized by the concentration of educational resources in urban areas and selected regions, under-representation of female students in schools and in the labor force, and preparation of students for work in urban white-collar positions, positions which provided limited employment.
Published Version
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