Perspectives on Nonformal Adult Learning. Functional Education for Individual, Community, and National Development.

Autor/in	Srinivasan, Lyra
Institution	World Education, Inc., New York, NY.
Titel	Perspectives on Nonformal Adult Learning. Functional Education for Individual, Community, and National Development.
Quelle	(1977), (127 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Learning; Adult Programs; Adult Students; Comparative Analysis; Demonstration Programs; Foreign Countries; Global Approach; Group Discussion; Individual Development; Instructional Design; Instructional Innovation; Learning Theories; Models; Nonformal Education; Problem Solving; Projective Measures; Self Actualization; Sensitivity Training; Teaching Methods; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Globales Denken; Gruppendiskussion; Individuelle Entwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Educational Innovation; Bildungsinnovation; Learning theory; Lerntheorie; Analogiemodell; Non-formal education; Non formal education; Nichtformale Bildung; Problemlösen; Projective test; Projektiver Test; Self actualisation; Selbstverwirklichung; Sensitivitätstraining; Teaching method; Lehrmethode; Unterrichtsmethode; USA
Abstract	In this book, the first of a series on functional education for individual, community, and national development, the author shares her understanding of the needs of nonformal education and what may prove useful to fulfill these needs. The content is in three sections. The first one identifies the forces that have converged to give nonformal education the distinctive characteristics that distinguish it from traditional formal schooling. The second section explores three approaches (problem-centered, projective, and self-actualizing) to nonformal education that have been developed to (1) strengthen the problem-solving capacity of learners, (2) equip learners with coping skills to deal more effectively with their environment, and (3) develop the individual's inner potential and strengthen the positive awareness of self. The examples used in this section are drawn from nonformal education programs in Thailand, Ethiopia, Bangladesh, Ghana, Turkey, the United States, and the Philippines. The third and final section presents ten assumptions about nonformal education made by the author based on her experiences with these three approaches. The appendix includes sensitizing exercises for trainers and field staff, learning materials, forms for recording feedback, and descriptions of the nonformal educational projects discussed in the text. (EM)
Anmerkungen	World Education, 1414 Sixth Avenue, New York, New York 10019
Erfasst von	ERIC (Education Resources Information Center), Washington, DC