Adult Basic Education in Honduras: Managing Multiple Channels. LearnTech Case Study Series No. 9.

Autor/in	Corrales, Carleton
Institution	Education Development Center, Washington, DC.
Titel	Adult Basic Education in Honduras: Managing Multiple Channels. LearnTech Case Study Series No. 9.
Quelle	(1995), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Programs; Case Studies; Delivery Systems; Developing Nations; Educational Technology; Foreign Countries; Illiteracy; Instructional Development; Pilot Projects; Honduras + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Case study; Fallstudie; Case Study; Auslieferung; Developing country; Developing countries; Entwicklungsland; Unterrichtsmedien; Ausland; Analphabetismus; Teaching improvement; Unterrichtsentwicklung; Pilot project; Modellversuch; Pilotprojekt
Abstract	On June 1, 1992, the Ministry of Education in Honduras started a pilot project using Interactive Radio Instruction (IRI) to deliver adult basic education. This case study examines the IRI project, or the "Basic Education for All" project, which is predicated on the conviction that educational investment in basic education for young working people could effectively accelerate economic and social development. The document begins with a brief discussion on illiteracy rates and the failure of adult education programs in Honduras. It goes on to note how the Basic Education for All project adapted an IRI elementary education curriculum to cover six academic years (levels); the design of the first and last three levels are described in detail. Discussion then focuses on the following factors that were important for establishing the project as a permanent educational system: institutional roles; catering to adult learners; the role of radio facilitators; delivery of audio and print resources; managing the radio system; supervising the centers; training needs; marketing; and funding. Evaluation and outcomes are discussed and achievement data is then delineated according to gender. Six figures present comparisons by subject, level, and gender. (Contains 20 references.) (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC