Promotores Comunitarios: sus aportes y difficultades (Community Facilitators: Their Contributions and Difficulties.) Occasional Paper No. 4.

Autor/inn/en	Brouwer, Jani; Martinic, Sergio
Institution	Bernard Van Leer Foundation, The Hague (Netherlands).
Titel	Promotores Comunitarios: sus aportes y difficultades (Community Facilitators: Their Contributions and Difficulties.) Occasional Paper No. 4.
Quelle	(1991), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	spanisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	90-6195-022-8
Schlagwörter	At Risk Persons; Community Development; Community Education; Developing Nations; Early Intervention; Educationally Disadvantaged; Foreign Countries; Informal Education; Nonprofessional Personnel; Nonschool Educational Programs; Nontraditional Education; Preschool Education; Program Administration; Volunteer Training; Volunteers + Suchen Sie Ihr Suchwort? Risikogruppe; Community; Development; Entwicklung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Developing country; Developing countries; Entwicklungsland; Ausland; Informelle Bildung; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Pre-school education; Vorschulerziehung; Freiwilliges Betriebspraktikum; Freiwilliger
Abstract	The Bernard van Leer Foundation sponsors nontraditional, nonschool programs designed to improve the chances that preschoolers will enroll in school. In these programs and other informal education efforts, the community facilitator plays an important role. Typically, the facilitator is a member of the community who works without remuneration as a nonprofessional human resource. Facilitators serve as intermediaries between the institution sponsoring the educational program and the community in which it is based. This booklet on the role of community facilitators draws from discussions that took place at a workshop for program organizers held in February, 1990 in Caracas, Venezuela. Chapter 1 focuses on the place of the community and the facilitator in the educational strategies of Latin America. This chapter provides background on the foundation's role in promoting informal education, the role of facilitators, issues of community development and popular education, and the foundation's Latin American experiences. Chapter 2 offers a look at the work of facilitators as education agents. In Chapter 3, the selection and training of facilitators is described. A case study of El Programa No Escolarizado de Educacion Inicial (PRONEI), a nonschool program for young children in Peru, is presented, as is information on training strategies, the need for systematization, and relationships between educational professionals and facilitators. Chapter 4 compares models that use volunteer and paid facilitators and raises questions about the institutionalization and continued funding of programs that use paid staff. Finally, conclusions and recommendations are presented in the fifth and last chapter. A list of workshop participants and additional information on the PRONEI program are appended. (AC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC