An Evaluation of Non-Formal Education in Ecuador. Volume 1: Executive Summary.

Autor/inn/en	Laosa, Luis M.; und weitere
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	An Evaluation of Non-Formal Education in Ecuador. Volume 1: Executive Summary.
Quelle	(1975), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitudes; Change Agents; Developing Nations; Educational Games; Educational Objectives; Instructional Materials; Learning; Learning Motivation; Nonformal Education; Program Development; Program Evaluation; Rural Areas; Sequential Learning; Synthesis; Teacher Characteristics; Transfer of Training; Ecuador + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Developing country; Developing countries; Entwicklungsland; Educational game; Lernspiel; Educational objective; Bildungsziel; Erziehungsziel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernen; Motivation for studies; Lernmotivation; Non-formal education; Non formal education; Nichtformale Bildung; Programmplanung; Programme evaluation; Programmevaluation; Rural area; Ländlicher Raum; Didaktische Sequenzierung; Lernsequenz; Training; Transfer; Ausbildung
Abstract	As the first volume of a 4-volume report evaluating the University of Massachusetts Non-Formal Education Project (UMass NFEP) in rural Ecuador, this volume presents summary responses to the following evaluation questions: (1) What does UMass NFEP purport to do? (2) How does UMass NFEP go about implementing its goals? (3) To what extent is UMass NFEP carrying out its intended objectives effectively? (4) What are the learning outcomes of selected nonformal education materials developed by UMass NFEP? (5) What are (6) What are the characteristics of materials that work well with learners of what characteristics? (7) What facilitator/teacher variables have affected the relative effectiveness of various materials? (8) What are the motivational attributes of each of the four educational games selected for indepth experimental analysis? (9) What changes in attitudes and behaviors (critical consciousness) are produced by each of the selected non-formal educational games? (10) What sequencing factors/prerequisites are important for the four nonformal education games? (11) What are the effects of replay frequency for each of the games? (12) Can UMass NFEP be replicated in other countries? (13) What is needed to develop effective nonformal education materials/programs in countries similar to Ecuador? (JC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC