ABSTRACT

In the previous chapter, we considered the cultural implications for midwifery education and practice, which highlighted some of the emerging curriculum issues against the backcloth of a new world order that proclaimed a determination to work for, among other things, common interests, interdependence, and cooperation between nations to eliminate gaps between ‘developed and developing’ countries. The United Nations (1974) stated it would work to ensure accelerated economic and social development to correct inequalities and redress existing injustices, and to ensure peace and justice for present and future generations. These far-reaching objectives set in train a development agenda which, for example, saw the rise of education consultants working with different developing countries to create ‘modern’ curricula to meet the targets established by the various donor agencies, such as the United Nations, the World Health Organization (see for example, WHO, 1975, 1978, 1986) and the World Bank.