Lifelong Education and Community Learning: Three Case Studies in India. UIE Monographs, 7.

Autor/inn/en	Patel, V; Shukla, N. N.
Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (West Germany). Inst. for Education.
Titel	Lifelong Education and Community Learning: Three Case Studies in India. UIE Monographs, 7.
Quelle	(1978), (53 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-820-1017-1
Schlagwörter	Access to Education; Adult Education; Agriculture; Case Studies; Community Development; Community Involvement; Developing Nations; Education Work Relationship; Educational Principles; Humanistic Education; Lifelong Learning; Nonformal Education; Quality of Life; Rural Environment; Rural Population; Social Change; India + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Landwirtschaft; Case study; Fallstudie; Case Study; Community; Development; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsprinzip; Humanistische Bildung; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Lebensqualität; Ländliches Milieu; Landbevölkerung; Sozialer Wandel; Indien
Abstract	Three case studies of educational practices in India illustrate that lifelong learning (1) is not confined to childhood; (2) encompasses a large number of sources outside formal education; and (3) can lead to improvement of everday life. These three educational activities, all at semi-rural institutions, and directed toward improving aborigines' daily life, also show that the principles of lifelong learning are not restricted to rich countries; that the demand for education is realistic; that formal, informal, and non-formal education may each fulfill different functions cooperatively. The first project involved sharing of new ideas with local farmers by Losbad Hill Agricultural Institute--new methods of irrigation, soil testing, and provision of training (long- and short-term) to alleviate protein deficiences and improve the community. The second, a one-woman effort to set up a kindergarten, viewed education as a child's right. It soon blossomed into a "Meadow School" that sent teachers out to where the children were tending cattle, evening classes, some basic vocational education, and a teacher training program. The third (an "Ashram" or local center) used, inter alia, Gandhi's teachings to run a "People's Court" that mediated local disputes, drastically reduced the crime and alcohol abuse rate, and set up people's cooperatives. In all these projects, curriculum is adapted to conditions in the region, especially work situations; projects are planned and carried out by the people themselves (with technical help); real changes result in people's lives and their community. (CP)
Anmerkungen	Unesco Institute for Education, Feldbrunnenstrasse 58, D 2000 Hamburg 13, Federal Republic of Germany (DM 2.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC