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A problem affecting developing countries concerns language. Most people agree that mass education should take place in the national language of the country. But this can threaten the stability of countries with sizeable minorities, because members of minorities must become bilingual if they are to gain qualifications. As a result, mass education may lead to the erosion of the cultural identities of minority groups.
Many leaders of developing countries favor vocational education, where students are trained in a field where their skills will be needed, over academic learning. But many students prefer academic courses. They regard qualifications obtained at old established universities in Europe as far more prestigious than those from vocational colleges.
Another difficulty is that when students in developing countries complete their studies, they often cannot find jobs which meet their ambitions in their home countries. As a result, they often join a ‘brain drain’ to more developed countries.
Although the literacy rate in developed countries may be 99 per cent, anything between five and 20 per cent of the population may be ‘functionally illiterate’. This means that their reading and writing skills are insufficient to cope with everyday demands, such as reading signposts and filling in forms.
Problems often arise with the education of children from disadvantaged social groups. Studies have shown that the educational standards of children from middle-class homes are higher than those of children whose parents have unskilled jobs. Similarly, children from inner city areas, as in the United States, are at a great disadvantage as compared with children in prosperous suburbs. While the high school drop-out rate in the United as a while is about 14 per cent, it reaches 50 per cent in many run-down city centers.
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