The Facilitator. Technical Note No. 11.

Autor/inn/en	Barriga, Patricio; und weitere
Institution	Massachusetts Univ., Amherst. Center for International Education.
Titel	The Facilitator. Technical Note No. 11.
Quelle	(1976), (36 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Assertiveness; Basic Skills; Change Agents; Change Strategies; Community Action; Community Education; Community Leaders; Developing Nations; Economically Disadvantaged; Elementary Secondary Education; Futures (of Society); Leadership Training; Literacy; Nonformal Education; Power Structure; Program Descriptions; Rural Education; Social Change; Training Objectives + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Lösungsstrategie; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Community leadership; Gemeindeleitung; Developing country; Developing countries; Entwicklungsland; Future; Society; Zukunft; Führungslehre; Alphabetisierung; Schreib- und Lesefähigkeit; Non-formal education; Non formal education; Nichtformale Bildung; Ländliche Erwachsenenbildung; Sozialer Wandel; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	This paper describes the concept, training, and experiences of community facilitators as change agents in a nonformal education project in rural Ecuador. Presently, the social, economic, and political context of the rural Ecuadorian consists of poverty, racial prejudice, economic exploitation, and psychological dependency. The project attempted to address these imbalances by initiating a change process through the development of self-determination and education. Activities such as literacy, cooperative theory, and agricultural techniques were conceived as steps leading to social participation. Twenty-six communities were selected. Characteristics of facilitators included a moderate level of literacy, willingness, residence in the community, and acceptance by the majority of the community. Following training by the project staff, facilitators then trained second and third "generation" facilitators. Group sessions consisted of trust building, negotiation of community goals and objectives, team building, and problem identification and solving. Project games and literacy and numeracy teaching methodologies were also introduced. Problems encountered were based on community suspicion that the project was either communist or evangelist. The author stresses that the facilitator concept is one that cannot be discussed in terms of specific and pre-determined characteristics; it is not a pre-packaged training component, but depends on the qualities of a given community. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC