Literaturnachweis - Detailanzeige
Autor/in | Grandstaff, Marvin |
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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 |
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 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 |