Non-formal Education and Education Policy in Ghana and Senegal. Educational Studies and Documents, No. 35.

Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Non-formal Education and Education Policy in Ghana and Senegal. Educational Studies and Documents, No. 35.
Quelle	(1979), (39 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Adult Education; Adult Programs; Community Development; Community Education; Community Involvement; Community Role; Comparative Analysis; Cultural Influences; Developing Nations; Educational Experiments; Educational Philosophy; Educational Planning; Government Role; Lifelong Learning; Literacy Education; Local Issues; Needs Assessment; Nonformal Education; Policy Formation; Relevance (Education); Research Methodology; Rural Development; Rural Education; Rural Urban Differences; Self Determination; Surveys; Africa; Ghana; Senegal + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Community; Development; Entwicklung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Cultural influence; Kultureinfluss; Developing country; Developing countries; Entwicklungsland; Schulversuch; Bildungsphilosophie; Erziehungsphilosophie; Bildungsplanung; Life-long learning; Lebenslanges Lernen; Bedarfsermittlung; Non-formal education; Non formal education; Nichtformale Bildung; Politische Betätigung; Relevance; Relevanz; Research method; Forschungsmethode; Rural environment; Ländliches Milieu; Ländliche Erwachsenenbildung; Stadt-Land-Beziehung; Selbstbestimmung; Survey; Umfrage; Befragung; Afrika
Abstract	One in a series of studies of lifelong learning, this paper discusses the cultural and educational needs of selected urban and rural communities in Senegal and Ghana, emphasizing grassroots initiative and the community's analysis of its own needs. Information is drawn in part from surveys, public meetings, and interviews in three communities: Guediawaye, a rapidly growing, ethnically diverse suburb of Dakar; Damfa, a traditional village 17 kilometers from Accra exemplifying the social organization of most African villages; and Cidan Tuba, a religiously based agricultural village composed of recent converts to Islam. The study consists of (1) a methodological discussion of the survey and of the cultural and social context in which it was conducted, (2) an analysis of various nonformal education programs in the communities studied, (3) an analysis of the role of nonformal education structures, and (4) identification of the elements of a nonformal education policy that would leave room for creativity at the community level. Discussion of policy implications of the survey emphasizes the need to link nonformal education with community development and occupational training with cultural training. Comparisons are drawn between nonformal educational systems in Ghana and Senegal and between rural and urban systems. (JH)
Anmerkungen	United Nations Educational, Scientific and Cultural Organization, 7, Place de Fontenoy, 75700 Paris, France ($3.25)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC