Non-Formal Education: The Definitional Problem. Program of Studies in Non-Formal Education Discussion Papers Number 2.

Autor/inn/en	Kleis, Russell J.; und weitere
Institution	Michigan State Univ., East Lansing. Inst. for International Studies in Education.
Titel	Non-Formal Education: The Definitional Problem. Program of Studies in Non-Formal Education Discussion Papers Number 2.
Quelle	(1974), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Concept Formation; Developing Nations; Economic Development; Educational Anthropology; Educational Development; Educational Planning; Institutional Role; International Education; Job Training; Nonformal Education; Nontraditional Education; School Districts; School Organization; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Pädagogische Anthropologie; Bildungsentwicklung; Bildungsplanung; Internationale Erziehung; Berufsqualifizierender Bildungsgang; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; School district; Schulbezirk; School organisation; Schulorganisation; Sozioökonomischer Faktor
Abstract	The three essays in this discussion paper present ways of structuring the concept of non-formal education. "Toward a Contextual Definition of Non-Formal Education" isolates three primary sub-systems: organizational, human, and curricular. Within these subsets non-formal education is differentiated from formal education by a more loosely integrated structure capable of accommodating the three subsets. "Non-Formal Education: Problems and Promises" looks at institutions anthropologically and defines non-formal education as a planned instructional design using both overt and convert procedures in a more flexible environment to teach goals determined by regulated policy. Using this definition the essay discusses non-formal education's implications for development aid, its potential for achieving developmental goals, and its inherent problems. "An Operational Approach to the Definition of Non-Formal Education" reviews the following contextual elements: changing development goals, limited resources, underdeveloped populations, government and accounting agencies, formal schooling, accepted reward structures, and communications media. A pragmatic definition reflecting the needs posed by these elements is that non-formal efforts are outside the formalized, hierarchical structure of the graded school system, yet, are deliberately planned. Their "non-formality" resides in their locational and organizational aspects rather than their purposes, pedogogy, or status. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC