Problems in Planning Rural Education for Agricultural and Nutrition Development: A Review of Relevant Findings from Communications Research. IIEP Seminar Paper: 16. [Report No.: IIEP-SP-16

Autor/in	Medlin, W. K.
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Titel	Problems in Planning Rural Education for Agricultural and Nutrition Development: A Review of Relevant Findings from Communications Research. IIEP Seminar Paper: 16. [Report No.: IIEP-SP-16
Quelle	(1975), (56 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Agriculture; Behavior Change; Change Strategies; Communications; Community Change; Community Involvement; Curriculum Development; Decision Making; Delivery Systems; Developing Nations; Educational Development; Geographic Location; Interdisciplinary Approach; Literature Reviews; Nonformal Education; Planning; Policy Formation; Problem Solving; Rural Areas; Social Relations; Social Structure; Structural Analysis; Training + Suchen Sie Ihr Suchwort? Landwirtschaft; Lösungsstrategie; Nachrichtenwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Auslieferung; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Non-formal education; Non formal education; Nichtformale Bildung; Ablaufplanung; Planungsprozess; Politische Betätigung; Problemlösen; Rural area; Ländlicher Raum; Soziale Beziehung; Sozialstruktur; Strukturanalyse; Ausbildung
Abstract	Exploring a significant segment of rural education research and field experience in the developing nations, the communication of relevant knowledge to disadvantaged rural populations was examined in terms of: situational-structural variables (factors of physical location, environmental or ecosystem relationships, and community structures); client systems and behavioral change; and organization of curriculum and instruction. Findings indicated that: educational/training activities developed closely in relation to and interacted with a community's ecological and social-structural environments; decisions on knowledge dissemination were usually strongly influenced by groups which carried social and/or political weight, though clients were also influenced by their immediate social environments and preferences; clients tended to learn most effectively when they were in a position to engage in some decision-situation activity related to their sociocultural needs and/or to develop problem solving behaviors; curricular and instructional development was most successful when it included methods for collecting data on clients' actual and potential utilization of knowledge, their social-psychology, and the instructional theories appropriate to a given rural setting; integrated educational development was not feasible in most countries where the urgent needs for agricultural productivity were paramount, though integration as a natural by-product was sometimes operative. (JC)
Anmerkungen	International Institute for Educational Planning, 7-9 Rue Eugene Delacroix, 75016 Paris (France) ($0.60)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01