Literaturnachweis - Detailanzeige
Autor/inn/en | Kleis, Russell J.; und weitere |
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Institution | Michigan State Univ., East Lansing. Inst. for International Studies in Education. |
Titel | Non-Formal Education: The Definitional Problem. Program of Studies in Non-Formal Education Discussion Papers Number 2. |
Quelle | (1974), (50 Seiten)
PDF als Volltext |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Concept Formation; Developing Nations; Economic Development; Educational Anthropology; Educational Development; Educational Planning; Institutional Role; International Education; Job Training; Nonformal Education; Nontraditional Education; School Districts; School Organization; Socioeconomic Influences Concept learning; Begriffsbildung; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Pädagogische Anthropologie; Bildungsentwicklung; Bildungsplanung; Internationale Erziehung; Berufsqualifizierender Bildungsgang; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; School district; Schulbezirk; School organisation; Schulorganisation; Sozioökonomischer Faktor |
Abstract | The three essays in this discussion paper present ways of structuring the concept of non-formal education. "Toward a Contextual Definition of Non-Formal Education" isolates three primary sub-systems: organizational, human, and curricular. Within these subsets non-formal education is differentiated from formal education by a more loosely integrated structure capable of accommodating the three subsets. "Non-Formal Education: Problems and Promises" looks at institutions anthropologically and defines non-formal education as a planned instructional design using both overt and convert procedures in a more flexible environment to teach goals determined by regulated policy. Using this definition the essay discusses non-formal education's implications for development aid, its potential for achieving developmental goals, and its inherent problems. "An Operational Approach to the Definition of Non-Formal Education" reviews the following contextual elements: changing development goals, limited resources, underdeveloped populations, government and accounting agencies, formal schooling, accepted reward structures, and communications media. A pragmatic definition reflecting the needs posed by these elements is that non-formal efforts are outside the formalized, hierarchical structure of the graded school system, yet, are deliberately planned. Their "non-formality" resides in their locational and organizational aspects rather than their purposes, pedogogy, or status. (JH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |