Curriculum Preparation for Adult Education Programme--An Indian Experiment.

Autor/in	Doraiswami, S.
Institution	Ministry of Education and Social Welfare, New Delhi (India).
Titel	Curriculum Preparation for Adult Education Programme--An Indian Experiment.
Quelle	(1974), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Basic Education; Adult Education; Adult Farmer Education; Agricultural Education; Curriculum Development; Developing Nations; Disadvantaged; Farmers; Foreign Countries; Functional Literacy; Pilot Projects; Poverty; Problem Solving; Program Descriptions; Programs; India + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Agriculture; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Farmer; Agriculturist; Landwirt; Landwirtin; Ausland; Funktionale Kompetenz; Pilot project; Modellversuch; Pilotprojekt; Armut; Problemlösen; Program; Programme; Programmes; Programm; Indien
Abstract	Traditional adult education has been literacy-oriented, but the curriculum content and methodology has been inadequate in maintaining motivation and interest. An important effort to eradicate these problems has been the Farmer's Functional Literacy Program in India. This major project relates adult education and training in modern agricultural practices. The experimental project was designed in India to develop curriculum materials specifically oriented to problem-solving rather than oriented solely to information supply. The project's five phases consisted of: an exploratory phase, a syllabus and curriculum construction phase, material preparation phase, an action phase, and an evaluation. A survey was conducted to identify crucial problems faced by farmers. From the findings, problems and objectives were classified and selected. Remedial measures were established, focusing on these problems. The organization of the syllabus reformulated the problems in terms of positive remedial operations and transformed into units or contents which are described. The two steps in the syllabus incorporate these remedial measures for farmers and then convey skills needed for improvement. Illustrations of problem-solving approach and curriculum development are provided. A brief report of the action phase is provided, and tentative evaluation criteria discussed. (Author/JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC