Let Jorge Do It: An Approach to Rural Nonformal Education.

Autor/in	Hoxeng, James
Institution	Massachusetts Univ., Amherst. Center for International Education.
Titel	Let Jorge Do It: An Approach to Rural Nonformal Education.
Quelle	(1973), (233 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Literacy; Change Agents; Community Development; Developing Nations; Economically Disadvantaged; Educational Radio; Games; Instructional Materials; Nonformal Education; Nontraditional Education; Program Descriptions; Rural Areas; Rural Development; Rural Education; Self Concept; Teaching Methods; Ecuador + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Community; Development; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsradio; Schulfunk; Game; Spiel; Spiele; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Rural area; Ländlicher Raum; Rural environment; Ländliches Milieu; Ländliche Erwachsenenbildung; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Operating under the philosophy that people can learn from each other, the Nonformal Education Project trained 24 Ecuadorian campesinos in seven rural mestizo villages to instruct their peers in basic litaracy skills, negotiating techniques, and the development of self-esteem. Within a year of operation some of the original "facilitators" were setting up similar training programs for other villages. Some of the teaching methods were based on instructional games developed specifically for the project. Criteria for the games were that they be low cost and easily produced, require little training to play, and be interesting enough to be used over and over. "Hacienda," a Monopoly-like board game, was at times played by 6 to 40 participants; it explored a wide variety of community activities and situations. Other games were "Letter Rummy,""Addition Bingo," and "Math Roulette." The facilitators also instituted 26 community development projects, 13 of which were successfully completed. After a year of operation, a number of conclusions for the project could be reached: a felt need for literacy is a sufficient motivating force to bring a portion of people in a campesino community together for daily meetings, and local Facilitators can conduct meetings, are acceptable as teachers, and can design and run training programs. Results of the project imply that basic educational needs in rural areas of the third world could be satisfied by non-professional educators using materials which promote participation and dialogue; Jorge can do it. (Author/DS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC