Curriculum Development for Functional Literacy and Nonformal Education Programs. Workshop.

Autor/in	Bhola, H. S.
Institution	German Foundation for International Development, Bonn (West Germany).
Titel	Curriculum Development for Functional Literacy and Nonformal Education Programs. Workshop.
Quelle	(1979), (279 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Education; Case Studies; Community Development; Community Education; Community Involvement; Curriculum Development; Curriculum Evaluation; Delivery Systems; Developing Nations; Educational Environment; Educational Strategies; Foreign Countries; Functional Literacy; Inservice Teacher Education; Instructional Materials; Instructional Systems; National Programs; Needs Assessment; Nonformal Education; Resource Centers; Task Analysis; Workshops + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Community; Development; Entwicklung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Curriculum; Curriculumentwicklung; Lehrplan; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Auslieferung; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstrategie; Ausland; Funktionale Kompetenz; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtsorganisation; nicht übertragen; Bedarfsermittlung; Non-formal education; Non formal education; Nichtformale Bildung; Aufgabenanalyse; Lernwerkstatt; Schulung
Abstract	To provide an introduction to processes, issues, and problems of curriculum development in functional literacy and nonformal education, a monograph provides 11 chapters, each followed by exercises. The first chapter discusses curriculum development in relation to national development. The second chapter covers concepts of functional literacy and nonformal education, with particular reference to development objectives. A third chapter presents a model of the curriculum development process, including objectives. Assessing developmental and educational needs of communities, with emphasis on participatory strategies, is covered in a fourth chapter. In the fifth chapter, the concept of instructional systems design is introduced, with elaboration on task analysis, learner analysis, and learning environment analysis, and including an instructional system analyzer. Training of literacy teachers is described in the sixth chapter. The seventh chapter covers a variety of instructional materials for functional literacy, with emphasis on message making. In the eighth chapter, a plan for establishing learning resource centers discusses delivery systems for instruction and instructional materials. The ninth chapter provides case studies of projects in curriculum development/implementation for functional literacy in Brazil, Burma, Colombia, India, Iran, Kenya, Mali, Sudan, Tanzania, and Thailand. The tenth chapter discusses curriculum evaluation, and the eleventh covers training for curriculum development, including a workshop description and questionnaire. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01