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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.

Nonformal Education As An Empowering Process With Case Studies From Indonesia And Thailand, Suzanne Kindervatter

Non-Formal Education

This study develops a role for nonformal education consonant with recent thinking on Third World development: nonformal education as an empowering process. A consideration of nonformal education's relationship to the new concepts of development is particularly important today. The effectiveness of traditional models of development has been seriously questioned and new approaches have been defined. As a development sector, nonformal education should adapt to these new definitions.

The first part of the study establishes a rationale for the role of empowering. The second part evolves both the concept and practice of nonformal education as an empowering process.

To build the …

The Wayside Mechanic: An Analysis Of Skill Acquisition In Ghana, Stephen Douglas Mclaughlin

Non-Formal Education

This is a study of skill learning in an informal learning setting in Africa. The purpose of the study is to describe an analyze the nature of the skill acquisition process in one indigenous training system: the apprenticeship of the wayside mechanics workshops in Koforidua, Ghana.

The study first examines informal skill training from a broad perspective. The history of the West African craft workshop and its associated apprenticeship is traces. Several major themes in the literature on informal skill training systems such as apprenticeships.

The second part of the study describes the specific setting of the wayside mechanics workshops …

Learning To Listen: A Field Guide To Methods Of Adult Nonformal Education, Jane Kathryn Vella

Methods, Training, & Materials Development

This booklet describes practical ways to implement theories of adult learning. Adopting the perspective of the field worker, the author discusses ways of listening to groups, sharing rather than transmitting information, and methods of problem posing in education. Includes the use of codes, role playing, games and folk material.

The perspective of this book is that of the field worker. Theory can be found elsewhere in abundance; this is an attempt to consolidate practical ideas on adult learning for working men and women. The operative question of the entire text i: what ways of working with adults contribute towards both …

Understanding Pictures: A Study In The Design Of Appropriate Visual Materials For Education In Developing Countries, David Addison Walker

Methods, Training, & Materials Development

The human resources approach to national development has challenged educators to find ways of communicating with village people that do not rely on the written word. Pictures are being used increasingly as a way to deliver messages to illiterate groups. Recent cross-cultural research has shown, however, that many of the assumptions made about the kinds of information that can be delivered through pictures needs to be re-examined.

Part I of the study sets forth the rationale for using pictures in nonformal educational settings and examines two current approaches to the problem of picture perception. The "constructive" theory maintains that pictures …

Games And Simulations In Literacy Training, David R. Evans

Literacy

A monograph on “instructional technology” which presents innovative teaching-learning possibilities through games and simulations. Geared toward literacy workers and learners, it describes a variety of games and simulations from planning and design to implementation. Discussions of participatory learning and learner-control of these instructional technologies are interwoven in the text.

Gender And Development: Women Centered Training, Janis Droegkamp, Fredi Munger

Gender and Development

This note details issues and strategies pertinent to training for women. It outlines principles and assumptions behind women-centered training and presents a six-step training design. A variety of exercises are used throughout the text to help readers clarify their own attitudes toward the issues and practice their training skills.

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 …

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 …

Educational Reform In The Context Of Community-Based Nonformal Education Programs, David R. Evans

David R. Evans

During the past decade, nonformal education has become an accepted part of the educational scene in developing and developed countries alike. A good part of its popularity can be attributed to the belief that nonformal education could achieve some substantial reforms in the provision of education. Nonformal education appeared to h old out the possibility of dealing with problems of equity of access to education, of decreasing the distance between education and the world of work and life, of promoting development of rural areas, and of accelerating political participation and social development. Nonformal education was quickly seen to be a …

Games And Simulations In Literacy Training, David R. Evans

David R. Evans

A monograph on “instructional technology” which presents innovative teaching-learning possibilities through games and simulations. Geared toward literacy workers and learners, it describes a variety of games and simulations from planning and design to implementation. Discussions of participatory learning and learner-control of these instructional technologies are interwoven in the text.

Games And Simulations In Literacy Training, David Evans

Center for International Education Faculty Publications

A monograph on “instructional technology” which presents innovative teaching-learning possibilities through games and simulations. Geared toward literacy workers and learners, it describes a variety of games and simulations from planning and design to implementation. Discussions of participatory learning and learner-control of these instructional technologies are interwoven in the text.