Education Commons^™

Literacy's Rainbow: The Ecuador Nfe Project Twenty-Five Years Later, Ernique Tasiguano Muzo

Ecuador Project

No abstract provided.

Kinsey Dialogue Series #1: The Origins And Challenges Of Participatory Action Research, Orlando Fals Borda

Participatory Research & Practice

Participatory research as we now know it, with its emphasis on practice in conditions of exploitation and poverty, originated in Third World countries such as India, Brazil, Mexico, Tanzania and Colombia. Participatory research emerged around 1970, when socials scientists who shared a particular concern about life conditions among the rural poor, became dissatisfied with our training. Our conceptions of Cartesian rationality, progress, and "normal" science had been challenged, and we sought alternative emancipatory modes of research and action. This included looking for conceptual elements to guide our fieldwork that would take us beyond our tentative first steps with social psychology, …

Transformation In Communities And Individuals In International Development, James Richard Troudt

Master's Capstone Projects

No abstract provided.

Students’ Dropout In Continuing Education: A Namibian Case Study, Vekaama Heroldt Murangi

Master's Capstone Projects

This study was undertaken in Namibia, to determine causes for student dropouts m continuing education face-to-face centers. The utilized sample in the study consisted of one hundred and seventy learners (including both current & non-continuing learners), and sixty tutors. In this context, dropout refers to those students enrolling for a course (Grade 10, Standard 10) at face-to-face centers and discontinuing their studies before completing the entire course. It is required from all learners to attend classes regularly before they can sit for the final external examination taking place annually in October or November.

Chapter 1 of the study gives a …

Using Distance Education To Improve Teaching In Namibia: Teachers' Views On An Inservice Training Program., Ndinovaameni Christian Shatona

Master's Capstone Projects

Teacher education in Namibia is likely to involve more participants and more expenditure in the future. Analysis of the substance and character of teacher education programs as seen by the teachers are very important for the public. This study is a compilation of the thoughts of almost 70 teachers enrolled in a distance teacher education program. Their views are captured in conversations, observations, interviews and on questionnaires. Voice is an important aspect of the study, for both content and tone. The actual words of teachers have been quoted directly and at leng·�h, so that they may speak for themselves, as …

Cross-Language Synonyms In The Lexicons Of Bilingual Infants: One Language Or Two?, Barbara Zurer Pearson, Sylvia C. Fernandez, D.Kimbrough Oller

Adjunct Faculty Author Gallery

This study tests the widely-cited claim from Volterra & Taeschner (1978), which is reinforced by Clark's Principle of Contrast (1987), that young simultaneous bilingual children reject cross-language synonyms in their earliest lexicons. The rejection of translation equivalents is taken by Volterra & Taeschner as support for the idea that the bilingual child possesses a single-language system which includes elements from both languages. We examine first the accuracy of the empirical claim and then its adequacy as support for the argument that bilingual children do not have independent lexical systems in each language. The vocabularies of 27 developing bilinguals were recorded …

1991 Regional Conference Of The Comparative And International Education Society, Center For International Education

Conference Proceedings & Collected Papers

The 1991 Northeast Regional Conference of the Comparative and International Education Society was hosted by the Center for International Education, University of Massachusetts at Amherst on November 15, 1991. The theme of the conference, "the Challenges of International Education in the 1990s: Effectiveness and Excellence," was deliberately made broad in order to encompass a wide range of problems and issues relevant to educators involved in the development of education world-wide.

More than sixty people attended the conference, and participants represented the rich institutional diversity in the northeast region of the US. Participants came from the Bunting Institute (Radcliffe Research Study …

Participatory Research: An Annotated Bibliography, Center For International Education, Peter Park, David Kinsey

Participatory Research & Practice

Participatory research is an approach to community education that involves local people in defining and analyzing their own problems, and then taking action to change them. While people have been doing this for thousands of years, this particular approach arose out of efforts in East Africa in the 1970s when development workers realized that people learn more, solve problems more efficiently, and feel a greater sense of power when they actively participate in research and action projects - not passively, as in the traditional development model. Participatory research grew out of this goal, namely to make everybody researchers and development …

Nomadic Education In Somalia: Policy And Strategy Assessment, Hassan A. Mohamed

Master's Capstone Projects

In this paper I will try to argue the need for reassessment of the national education policy and strategies to reflect the importance of the pastoral sector in the national development context. The basic premises of my argument are centered around the following assumptions:

a) The development potential of Somalia is largely dependent on the development of the pastoral sector;

b) Pastoralism is time-tested and the only viable response to the harsh ecology of many parts Somalia;

c) Pastoralists are rational, resourceful, skilled and highly adaptable to the unpredictable conditions, and do not resist change and innovations that they see …

Utilizing Adult Learning Theory In Training In The Indonesian Family Planning Program, Justanti Salilo

Master's Capstone Projects

The first part of my thesis is about the existence of training in the family planning context, along with some problems of current training. The second part is about the theories and principles of adults as learners that will be useful and applicable in the training program. The third part is about the process of how learning is encouraged in certain circumstances that may achieve a participant's needs and expectations. In my conclusion I tried to put some emphasis on how the practitioners who are always involved in training should be and some recommendations that might be useful for them. …

Theory And Practice Of Reactivation In The Standard Oral Lesson, Dumery Noe Serge

Master's Capstone Projects

In this Master's Project I would like to propose a technique that will enable school learners of English as a Foreign Language to become more conversant with some structures which are seldom used in the students' active repertoire. By the time they reach "Seconde" (10th Grade) learners have been introduced to most intermediate and a good number of advanced structures of the English language. However, some of these structures are used by the students only passively, that is they are recognized only in reading or when they are heard. To reinforce the structures which they recognize as they read or …

A Situational Analysis And Recommendations For Educational Policy For Addressing The Problem Of Out-Of-School Youth In Cabo Verde, Ondina Ferreira

Master's Capstone Projects

The objective of this project is to examine the negative effects of the current formal educational policy in Cape Verde and to recommend to the Ministry of Education some educational alternatives in order to deal with the out-of-school youth's problem in the country.

Problem: The Legal system places outside secondary school the young who are considered overage (16 years old and above) to get her/his first application.

actually and annually approximately one thousand young people leave middle school without possibility to pursue their secondary education. Generally, speaking, the out-of-school youths belong to the socially and economically disadvantaged population in the …

Youth Unemployment: An Analysis Of The Problem And Possible Solutions In Tanzania, Kenya, And Botswana, Noman M. Hiza

Master's Capstone Projects

No abstract provided.

Supervision In Inservice Teacher Training In Cote D’Ivoire: How To Train Efl Supervisors, Adama Konate

Master's Capstone Projects

No abstract provided.

Science Teacher Training In Tanzania: A Study Of Junior Secondary And Primary School Teacher Training Programs, Ward M.J. Mavura

Master's Capstone Projects

No abstract provided.

Farming Systems In Southern Mali: How To Improve Small Farmers’ Management Behaviors, Amadou Mamou Kone

Master's Capstone Projects

The study aims at designing a need analysis methodology and a curriculum that deals with the decision making process of small farmers in allocates resources cultural production. The research will be implemented in the Operation H Valley (OHV) and with food crop production. The samples under study concern 33 households 4 different villages.

The focus of study was the actual reactions (behaviors) of farmers in terms of decisions made; actions undertaken and the consequences of the actions with regard to three factors: the input supply system (credit system and extension activities), the market system, and the farmers individual goals and …

Participatory Research: Review And Reflection, Charles M. Harns

Master's Capstone Projects

No abstract provided.

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

211d: Non-Formal Education Grant

No abstract provided.

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 …

Summary Report 1974/78, Center For International Education

211d: Non-Formal Education Grant

No abstract provided.

A Memo To Developers, Robert Russell

Non-Formal Education

Between January, 1976 and September, 1977, a nonformal education team from the University of Massachusetts (U.S.A.), Center for International Education engaged in an exploration of cultural groups as potential community development resources. As part of its nonformal education project with the Peoples' Educational Association (P.E.A.) the UMass team also worked closely with the Institute of Adult Education (I.A.E.) at Legon. The P.E.A. has four active cultural group branches in the eastern region and these formed the core of the research. It is our belief that the findings of this study will be of great interest to development agencies and we …

¡Permitan Que Jorge Lo Haga!, James Hoxeng

Non-Formal Education

En el Proyecto de Educación No Formal nos propusimos crear materials y procesos que pusieran en práctica algunos de los principios de este tipo de educación que comenzaban a manifestarse.

Diseño Del Proyecto:

1. Los materiales

Los materiales se condicionaron a la utilización universal y al manejo por personas no profesionales. Se concetraron en la alfabetización, las matemáticas y algunas técnicas para despertar el conocimiento de sí mismo. El esfuerzo se orientó al desarrollo de juegos que obligan a la participación colectiva y estimulan el diálogo.

2. La Diseminación del programa

Hicimos convenios con seis organizaciones para que utilizaran los …

Education And National Development, Thomas L. Bernard, George E. Urch, Alex Mackertich, Thomas H. Thomas, James Mangan, John Osgood, Frank Andrews Stone, William L. Thuemmel, Benjamin D. Stickney, Richard O. Ulin, Kuan-Yu Chen, Kevin Fleming, John Neumann, Harry R. White

Conference Proceedings & Collected Papers

The New England Regional Meeting of the Comparative and International Education Society was held on the campus of Springfield College on April 29, 1977. The Conference was co-sponsored by the Division of Community Education, Springfield College, and the Center for International Education, University of Massachusetts.

The theme of the conference was "Education and National Development." The papers delivered ranged in topics from a global perspective to the use of ethnic and multicultural education to assist in national development. Case studies of specific cultural areas highlight the conference. The papers provided a format for discussing and recording the experiences and research …

Annual Report 1974/75, Center For International Education

211d: Non-Formal Education Grant

No abstract provided.

Non-Formal Education In A World Context, George E. Urch, David R. Evans, William A. Smith, Roshan R. Billimoria, David W. Mcdowell, David Rosen, Walter B. Johnson, Frank A. Stone, Mounir R. Saahad, Thomas L. Bernard, Falih Al-Shaikhly

Conference Proceedings & Collected Papers

During the past decade the role of non-formal education throughout the world has become an important topic. Educators realize that the formal system cannot solve the diversified and complex problems which face a society today. As a consequence a closer look is now being taken at educational activities outside the established system--especially those non-formal processes which have a relationship to socio-economic development.

While many societies have a long tradition of non-formal education, little attempt has been made to utilize this base to provide individuals with a flexible and diversified range of useful learning opportunities. Recently, however, the innate potential of …

Let Jorge Do It: An Approach To Rural Nonformal Education, James Hoxeng

Non-Formal Education

In the Nonformal Education in Ecuador Project, we set out to create materials and processes which would operationalize some of the emerging tenets of nonformal education. Project Design:

1. We developed learning materials usuable by nonprofessionals. These materials concentrated on literacy, math, and consciousness-raising. Most of our effort went into development of games, which oblige participation and encourage dialog.

2. We made agreements with six organizations to use the materials with our assistance. These included the department of Adult Education, a coop federation, an Ecuadorean volunteer organization, a training organization, community groups, and radio school program. About a dozen other …

An Evaluation Of Non-Formal Education In Ecuador, Donald A. Swanson

Non-Formal Education

A logical place to begin this study was to list objectives from the original contract. The University of Massachusetts/USAID contract for this Project had some explicit objectives and contractual agreements are briefly outlined here so that we have a common background for discussing merits of this project. They are:

1. Create and field test a range of non-formal educational techniques using local institutions to implement and support these techniques in field situation.
2. Develop a number of non-formal educational methodologies which are feasible for use by existing Ecuadorean institutions.
3. Implement selected methodologies with institutions, including the Ministry of Education, with on-going evaluation …

Sundry Papers I, David R. Evans, Steve Grant, Ash Hartwell, Joe Blackman, Peter Higginson, James Hoxeng, Ken Shuey

Conference Proceedings & Collected Papers

Since its creation two years ago, the Center for International Education has devoted most of its energy to building a viable entity and to starting new programs. This collection of papers represents an attempt to begin to consolidate and analyze our efforts and includes some of the first results of the Center's programs and adaptations of new approaches to problems in international education.

The papers reflect the diversity of topics and techniques which characterizes the Center. They are reproduced for the purpose of communicating with others interested in the field, rather than representing traditional academic-style research efforts. We hope the …

The Impact Of A Diversified Educational Program On Career Goals: Tororo Girls' School In The Context Of Girls' Education In Uganda, David R. Evans, Gordon L. Schimmel

Gender and Development

The research reported in this study was undertaken as part of an ongoing relatioship between the Government of Uganda, USAID, and the University of Massachusetts. The study was occasioned by a desire on the part of all the parties to better understand the impact of Tororo Girls' School and the implications of its diversified program in the context of Girls' education in Uganda. While too soon for evaluation of a school which had been in operation only five years, there was nevertheless considerable interest in looking at the contribution of the school to the education of girls in Uganda. There …