Education for the Poor: Quality or relevance?

Abstract

This article considers issues which affect the discussions relating to provisions of ‘education for all’ to children in less developed or poor countries. It considers critically, on the basis of socialist theories in the tradition of Gramsci, Freire, Heller and Habermas, the meanings given to education for the poor in these contexts. The article argues for a revised understanding of the concepts of quality and relevance as they are usually formulated in policy documents, and for consideration to be given to wider participation of various groups in the development of educational policies and practices concerned with quality and relevance.