By Mariusz Trawinski
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Extra resources for An Outline of Second Language Acquisition Theories
It is unlikely that a uniform approach to education will emerge from such contrasting contexts. The concept of non-formal education emerged from all this criticism as a potential saviour of formal education. The role that NFE was called upon to fulfil was initially to provide new kinds of inputs to meet the detected deficiencies of formal education. The nature of NFE thus came to depend on how the problem was constructed. COMPLAINTS A B O U T E D U C A T I O N : Redeemable Education Many educational aid agencies felt that there were huge problems with education as they experienced it in developing countries, but that these could be remedied.
At first, this was constructed in deficit terms, leading to extra training for those identified and constructed as ' dyslexics'. The dyslexics needed to change to fit in with existing society norms. Then dyslexia was constructed in terms of exclusion; those who were identified as 'having dyslexia' were constructed as disadvantaged. g. extra time for examinations). g. being very tall or short) which can cause problems or issues in certain circumstances. The dyslexic is no longer constructed as a dyslexic; there is more to them than their dyslexia.
On the one hand, there was growing dissatisfaction among Western aid agencies with education in developing societies, especially sub-Saharan Africa. It was suggested that large sums of money had been spent in many former colonial states on educational systems, especially during the early stages after Independence, but without discernible improvement. Indeed, in some respects, there would even seem to have been a backward movement from the colonial days, as an increasing number of countries were unable to meet the growing pressure for Western types of schooling from $n most cases) expanding target groups, especially rural populations where both the population and the demand for schooling were growing fast.