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Full-Text Articles in Education
International Perspectives On Nonformal Education, Division Of Community Education, Springfield College, Center For International Education School Of Education University Of Massachusetts, Amherst, David R. Evans, Peter Hackett, John C. Osgood, John W. Bing, David Kahler, Michael Kipkorir Koech, Frank A. Stone, Stephen S. Winter, Frances L. O'Neill, James F. Mctaggert, Donald F. Ross Jr., Bernard K. Hayford, Dorothy R. Pieniadz, Nellie B. Kanno, Sean J. O'Connor
International Perspectives On Nonformal Education, Division Of Community Education, Springfield College, Center For International Education School Of Education University Of Massachusetts, Amherst, David R. Evans, Peter Hackett, John C. Osgood, John W. Bing, David Kahler, Michael Kipkorir Koech, Frank A. Stone, Stephen S. Winter, Frances L. O'Neill, James F. Mctaggert, Donald F. Ross Jr., Bernard K. Hayford, Dorothy R. Pieniadz, Nellie B. Kanno, Sean J. O'Connor
Conference Proceedings & Collected Papers
The New England Regional Meeting of the Comparative and International Education Society was held on the campus of the University of Massachusetts, Amherst, on 3 May, 1979. The conference was co-sponsored by the Division of Community Education, Springfield College, and the Center for International Education, School of Education, University of Massachusetts.
The theme of the conference was "International Perspectives on Nonformal Education." The papers delivered ranged in topics from the use of traditional art forms and poetry as a medium of nonformal education to the discussion of the philosophical foundations underlying the field. Case studies of specific nonformal education projects …
Annual Report 1978/79, Center For International Education
Annual Report 1978/79, Center For International Education
211d: Non-Formal Education Grant
No abstract provided.
Women Centered Training, Janis Droegkamp, Fredi Munger
Women Centered Training, Janis Droegkamp, Fredi Munger
Gender and Development
The goal of this paper is to define, generate and present for discussion a general women-centered training design model. Such a model could be used by trainers to create local workshops, skills building projects, seminars, conferences or other training programs which would be women-centered, responsive to specific objectives and in keeping with local customs, resources and constraints.
The paper is divided into two sections. In the first section, general principles and assumptions influencing the thinking of the authors regarding women-centered training are presented. After a brief explanation, these assumptions guide a first attempt at defining purposes, perspectives and rationales for …