Meeting the Basic Learning Needs of Out-of-School Children: Non-Formal Approaches.

Autor/inn/en	Dave, R. H.; und weitere
Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (West Germany). Inst. for Education.
Titel	Meeting the Basic Learning Needs of Out-of-School Children: Non-Formal Approaches.
Quelle	(1990), (39 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrative Organization; Adult Learning; Basic Skills; Developing Nations; Educational Finance; Educational Innovation; Educational Policy; Elementary Secondary Education; Equal Education; Foreign Countries; Global Approach; Nonformal Education; Profiles; Student Characteristics; Teacher Education; Teaching Methods; Bangladesh; Brazil; Burundi; China; Colombia; Egypt; Ethiopia; India; Indonesia; Pakistan; Philippines; Sri Lanka + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Basic skill; Grundfertigkeit; Developing country; Developing countries; Entwicklungsland; Bildungsfonds; Instructional innovation; Bildungsinnovation; Politics of education; Bildungspolitik; Ausland; Globales Denken; Non-formal education; Non formal education; Nichtformale Bildung; Charakterisierung; Profilanalyse; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bangladesch; Brasilien; Kolumbien; Ägypten; Äthiopien; Indien; Indonesien; Philippinen; Ceylon
Abstract	This study reports on innovative alternative approaches to children's education in 12 developing countries. These approaches are examined with reference to their flexibility regarding time and place of learning, age of pupils, relationship with formal education systems, relevance and functionality for the actual situation of learners, and ability to meet national and local development goals and learning needs. Findings indicate that nonformal education (NFE) makes use of a wide range of learning sites and that these sites are in keeping with the lifestyles of learners whenever possible. NFE generally demands fewer hours for its program of basic or primary education than the formal equivalent. Classes for children who must work are timed to correspond to their needs. A confidence-building drop-in approach is used to reintegrate street children. Class size varies from small learning groups to large group instruction involving more than 50 pupils. Curricula of NFE vary considerably. A typical curriculum includes instruction in language, elementary mathematics, social science, games, social and human values, and relevant vocational and life skills. Methods of instruction include teacher-centered and self-learning methods. NFE will need accreditation, evaluation, pre-service and in-service teacher education, and funding as the system is improved. (29 references) (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC