प्राथमिक बाल व्यवस्था देखभाल एव शिक्षा में क्षेत्र मे जीविका के कौन से चार अवसर हो सकते है
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For the most part, then, it has tended to be assumed to be parents’ decision to fund children’s schooling, that those parents who can do so and who appreciate the value of schooling then do, and that the children of these parents then go to school (Hashim, 2007 : 918). Rarely taken into account are localised conceptualisations of the role and meaning of education. Even less considered is children’s own agency in their school participation. It is to these issues that this article will address itself, by drawing on fieldwork carried out in 2000-1 with children and their families in a village in Ghana. After providing some contextual information about the village and how children are situated in this, the article will explore indigenous attitudes to work and learning, and the impact of these on boys’ and girls’ engagement in schooling. Following this, I will detail the history of formal education in the village and the more recent transformations in the meanings of education.
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