Families and Education. Occasional Papers Series, No. 18, 1995.

Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).; United Nations, Vienna (Austria).
Titel	Families and Education. Occasional Papers Series, No. 18, 1995.
Quelle	(1995), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Child Rearing; Cultural Relevance; Culturally Relevant Education; Developed Nations; Developing Nations; Educational Change; Equal Education; Family Characteristics; Family Environment; Family Life; Family Life Education; Family Needs; Family Programs; Family (Sociological Unit); Females; Foreign Countries; Parent Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Kindererziehung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Familienmilieu; Family education; Education within the family; Familienerziehung; Family program; Familienprogramm; Familie; Weibliches Geschlecht; Ausland; Parents education; Elternbildung; Elternschule
Abstract	This document examines the diversity of family form and function throughout the world and argues that education, social network, and intelligent government policies can enhance families' capacities for long-term commitment to children and to community renewal. Chapter 1 provides an overview of families throughout the world, survival and industrial models of functioning, and their need, in the face of difficulties, for education and support in rearing their children. Chapter 2 describes problems of education in the developing and developed worlds and the promise that a new vision of basic education would make education more relevant to people's concerns and provide lifelong opportunities to learn basic skills and competencies, including family education. Formal education is advocated to improve family well-being through education of girls and the promotion of universal ideas favorable toward children and women. Chapter 3 defines family education as it is applied in the developing and developed worlds and includes brief descriptions of three programs. Contextual factors influencing family well-being and the potential impact of family education are delineated. Arguments for government investment in family education are presented, including social demand, economic returns, legal and equity concerns, and educational efficiency and social development. Chapter 4 provides a rationale for planning family education, describes a nested family systems model to clarify levels of intervention, and discusses potential delivery mechanisms, personnel, and training. The document concludes with recommendations for developing family education programs. (Contains 45 references, 1 table, and 2 figures). (KDFB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC