Toward a strategy of international interaction in non-formal education
This monograph proposes a conceptual definition of nonformal education (NFE) and gives the basis for the construction of NFE educational programmes. It studies the various communication problems and shows how to assess the available resources - Educational policies can be classified according to delivery systems, purposes, pedagogical character, credentialing and needs. The corresponding taxonomy is presented. Education can also be considered as a process involving teachers and learners. In the programme design one has to consider conditions for the achievement of educational goals, teacher attitudes, teaching methods (use of group discussion) and programme evaluation. Effective communication implies: identification of problems and resources, knowledge of audience, culture and attitudes, choice between mass media and interpersonal needs, evaluation of the role of literacy. A strategy for the development of NFE is discussed. It is exemplified by an analysis of the assessment of resources conducted in a rural development programme in India.
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| Format: | book biblioteca |
| Language: | eng |
| Subjects: | Attitudes, Communication, Culture, Educational objectives, Educational programmes, Literacy, Mass media, Nonformal education, Rural development, Teacher attitudes, Teachers, Teaching methods, Typology, |
| Online Access: | https://unesdoc.unesco.org/ark:/48223/pf0000164086 |
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| Summary: | This monograph proposes a conceptual definition of nonformal education (NFE) and gives the basis for the construction of NFE educational programmes. It studies the various communication problems and shows how to assess the available resources - Educational policies can be classified according to delivery systems, purposes, pedagogical character, credentialing and needs. The corresponding taxonomy is presented. Education can also be considered as a process involving teachers and learners. In the programme design one has to consider conditions for the achievement of educational goals, teacher attitudes, teaching methods (use of group discussion) and programme evaluation. Effective communication implies: identification of problems and resources, knowledge of audience, culture and attitudes, choice between mass media and interpersonal needs, evaluation of the role of literacy. A strategy for the development of NFE is discussed. It is exemplified by an analysis of the assessment of resources conducted in a rural development programme in India. |
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