Non-Formal Education in Ethiopia. Program of Studies in Non-Formal Education. Team Reports.

Autor/inn/en	Niehoff, Richard O.; Wilder, Bernard D.
Institution	Michigan State Univ., East Lansing. Inst. for International Studies in Education.
Titel	Non-Formal Education in Ethiopia. Program of Studies in Non-Formal Education. Team Reports.
Quelle	(1974), (358 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Comparative Education; Developing Nations; Educational Assessment; Educational Needs; Educational Planning; Educational Programs; Equal Education; Job Training; Labor Force Development; Literacy Education; Nonformal Education; Rural Development; Rural Education; Ethiopia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Vergleichende Erziehungswissenschaft; Developing country; Developing countries; Entwicklungsland; Education; assessment; Bewertungssystem; Educational need; Bildungsbedarf; Bildungsplanung; Berufsqualifizierender Bildungsgang; Arbeitskräftebestand; Non-formal education; Non formal education; Nichtformale Bildung; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung; Äthiopien
Abstract	Within the context of the total educational system of Ethiopia nonformal educational activities are described. These activities, undertaken by several government ministries and quasi-governmental and private organizations, are being conducted for the purpose of maintaining governmental services, improving living standards, and providing the educational/communication method for achieving developmental goals in agriculture and rural life. Conducted essentially for out-of-school youth and adults these varied activities have no coordinated policy or direction. These nonformal programs are, however, looked to as a major means for reaching developmental goals of critical importance to the Empire. The first chapter of this report provides observations on nonformal education derived from the country study, or sector review, and presents major generalizations that would be of use in securing the participation of rural masses, rural workers, policy makers, and others in the development of a nonformal educational program. Chapter 2 describes the history of the Ethiopian Education Sector Review, which is the basis for the report. Chapters 3-6 describe ongoing or proposed forms of nonformal education in Ethiopia, including the modern sector and vocational schools, the rural sector, and literacy programs. Appendixes contain case studies of various programs and reports related to the sector review. This report is one in the series described in SO 008 058. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC