Non-Formal Education in the Developing States in the South African Context. Part II. Non-Formal Education in Ciskei.

Autor/inn/en	Kruger, C. J. H.; Vermaak, D.
Institution	University of the Orange Free State, Bloemfontein (South Africa).
Titel	Non-Formal Education in the Developing States in the South African Context. Part II. Non-Formal Education in Ciskei.
Quelle	(1986), (58 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-86886-297-5
Schlagwörter	Adult Education; Basic Skills; Developing Nations; Educational History; Foreign Countries; Nonformal Education; Postsecondary Education; Program Improvement; Rural Development; Rural Education; Transitional Programs; Africa; South Africa + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Basic skill; Grundfertigkeit; Developing country; Developing countries; Entwicklungsland; History of education; Bildungsgeschichte; Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Post-secondary education; Tertiäre Bildung; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung; Afrika; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Intsika Yesizwe, an institution intended to help early school leavers acquire the skills needed to compete successfully in the job market, was founded in Ciskei in 1981 to deal with the problem of large numbers of pupils leaving school at an early age. Intsika Yesizwe was founded under the supervision of the Ciskei Special Forces, and in 1983 control of the institution was transferred to the Ciskeian Department of Education. A full-scale research project aimed at reorganizing Intsika Yesizwe was undertaken in 1985. The research project involved site visits to Intsika Yesizwe and interviews with ministers, senior officials and government departments concerned with education and rural development, and leaders of rural communities in Ciskei. It was decided that Intsika Yesizwe should retain its emphasis on the basic skills rather than on job-specific skills training (which is available through Department of Manpower Utilisation-sponsored training programs). It was also decided that the Intsika Yesizwe agricultural training program should continue to have two separate components--a garden project and farming activities--and should require a period of practical work in the community. Leadership training and the identification of potential community leaders were seen as two important concerns of Intsika Yesizwe, and it was determined that its instructors should not only concern themselves with developing leadership potential in their subject areas but in community and cultural spheres as well. It was decided to retain the Intsika Yesizwe course for girls, provide staff development activities for instructors, and establish a board to control the institution's program. (MN)
Anmerkungen	Research Institute for Education Planning, University of the Orange Free State, P.O. Box 339, Bloemfontein 9300, South Africa (4,50 Rand).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC