Basic Education: Reflections on Participatory Curriculum Development and Planning.

Autor/in	und weitere
Sonst. Personen	Sachsenmeier, Peter (Hrsg.)
Institution	German Foundation for International Development, Bonn (West Germany).
Titel	Basic Education: Reflections on Participatory Curriculum Development and Planning.
Quelle	(1978), (53 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Community Education; Curriculum Development; Curriculum Evaluation; Decentralization; Developing Nations; Educational Planning; Foreign Countries; Lifelong Learning; Nonformal Education; Nontraditional Education; Participation; Primary Education; Rural Areas; Teacher Role; Kenya; Tanzania; Uganda + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Decentralisation; Dezentralisierung; Developing country; Developing countries; Entwicklungsland; Bildungsplanung; Ausland; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Teilnahme; Primarbereich; Rural area; Ländlicher Raum; Lehrerrolle; Kenia; Tansania
Abstract	Basic education as the first stage of lifelong education is emerging as a significant alternative to traditional education, especially for rural populations in Third World countries. Basic education is a set of interrelated ideas: community orientation of education, integration of formal, nonformal, and informal learning into lifelong learning, stress on practical skills, involvement of the total population, and overcoming traditional subject orientation of curriculum. Education, an integral part of national development, is more effective when based on well-defined learning needs, and such a curriculum requires both horizontal and vertical integration within a country. Implications for curriculum planners include: concentration on basic needs (health, food, functional literacy); attitude change toward work and development; emphasis on integration of formal/nonformal education; implementation of a flexible, lifelong, lifewide curriculum encompassing needs identification, curriculum control, evaluation, levels of responsibility; new approach to teacher education, teacher role/function; alternative teaching/learning patterns; examination systems reflecting identified learning needs. Four case studies of formal and nonformal education in East Africa illustrate implications of participatory curriculum development and planning policies for educational planners, curriculum developers, and researchers. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC