Non-Formal Education and an Expanded Conception of Development. Program of Studies in Non-Formal Education Discussion Papers Number 1.

Autor/in	Grandstaff, Marvin
Institution	Michigan State Univ., East Lansing. Inst. for International Studies in Education.
Titel	Non-Formal Education and an Expanded Conception of Development. Program of Studies in Non-Formal Education Discussion Papers Number 1.
Quelle	(1974), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Decentralization; Developing Nations; Economic Development; Educational Planning; Educational Problems; Humanization; Industrialization; International Education; Nationalism; Nonformal Education; Problem Solving; Productivity; Rural Development; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Decentralisation; Dezentralisierung; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Bildungsplanung; Humanisierung; Industrialisation; Industrialisierung; Internationale Erziehung; Nationalismus; Non-formal education; Non formal education; Nichtformale Bildung; Problemlösen; Produktivität; Rural environment; Development; Ländliches Milieu; Entwicklung; Sozioökonomischer Faktor
Abstract	The major contention of this paper is that the emphasis in developing countries on non-formal alternatives to formal schooling can be related to a major reconstruction now underway of the concept of economic development. The earlier concept of development is defined as economic growth reflected in increased gross national product, principally through industrialization. A number of variables which need to be incorporated, however, are left out of this economically based model: humanitarian and survival needs, nationalism, the growing aspirations of people in developing nations, the limits of industrialization, the role of rural development, employment as a problem and goal in its own right, and an imperative for decentralized planning. In the midst of crisis characterized by greater demand, higher costs, wastage in sequential schooling, and a growing educated unemployed, education must cater to the demands of modernization: basic literacy, manpower training, and a professional elite. The shortcomings that have required a new look at development and the shortcomings in education suggest a way of establishing priorities for implementing non-formal education. Special attention should be given to low-cost, short-duration, need-based, aspiration-accommodating, employment-linked, decentralized, and highly distributive education. Further, wider use of local resources, established oral traditions, and an immediate reward structure are features to consider. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC