Education Commons^™

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 …

Responsive Educational Planning: Myth Or Reality?, David Evans

Center for International Education Faculty Publications

Published version is located at http://publications.iiep.unesco.org/Responsive-educational-planning-myth-or-reality

The Fun Bus, Robert Russell

Technical Notes

Summary: This note describes a Nonformal Education project in Massachusetts that used music, puppetry, and drama to involve local people in a series of workshops focusing on town issues.

The Participatory Process: Producing Photoliterature, Bonnie J. Cain, John P. Comings

Participatory Research & Practice

This note describes a step-by-step process for involving learners in the development, production and evaluation of various types of photoliterature including fotonovellas. Technical information on photographic techniques is presented to assist educators in the participatory process.

In this manual, we have given suggestions on how to combine participation and the development of photo-literature. First, we consider the rationales for learner-produced materials. In the second section we discuss the participatory process and focus on the relationship of the facilitator (probably you) to the participants and how the facilitator can enhance or inhibit the process. The third section is designed to answer …

Animation Rurale: Education For Rural Development, Jeanne Marie Moulton

Non-Formal Education

The first function of this study by Ms. Jeanne Moulton is to provide such a descriptive introduction to the Animation Rurale concept and experiment. The concept itself is succincly summarized in Chapter II, which can serve the reader as a single introduction to how the system is theoretically intended to work. The historical context in which it evolved and the two principal African examples of the program in practice are presented in Chapters III, IV, and V. And for the student of this field, there is a critical review of the literature in the Appendix.

As the French are fond …

Learner-Centered Training For Learner-Centered Programs, Suzanne Kindervatter

Methods, Training, & Materials Development

Training Notes are a series of monographs which highlight training issues in the field of nonformal education. Based on training designs which have been devised and used by fellows of the Center for International Education in the United States and overseas. The notes discuss significant issues which the authors have encountered in their training experiences.

Papers are selected for the series by virtue of their ability to focus attention on basic themes in training for nonformal education and on the basis of their estimated utility to practitioners.

Beyond The Nonformal Fashion: Towards Educational Revolution In Tanzania, Arthur Lavery Gillette

Non-Formal Education

No abstract provided.

Collaboration For Materials Development, Arlen Etling

Methods, Training, & Materials Development

Materials development for village level learning systems is a critical issue in nonformal education. Curriculum development theories provide initial guidance in approaching this issue, but most curriculum theorists are school-oriented. Their values and assumptions are not always sensitive to conditions in nonformal education settings.

This training note emphasizes not only the product of materials development. It also focuses on the role of the outside resource person in catalyzing local initiative to resolve local materials development needs.