Adult Learning and Vocational Training in the Informal Sector in Developing Countries.

Autor/inn/en	Bakke-Seeck, Sigvor; und weitere
Titel	Adult Learning and Vocational Training in the Informal Sector in Developing Countries.
Quelle	(1997), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Apprenticeships; Basic Skills; Competence; Conventional Instruction; Developing Nations; Education Work Relationship; Educational Needs; Family Work Relationship; Foreign Countries; Global Approach; Government Role; Informal Education; Language of Instruction; Motivation; Nonformal Education; Organizations (Groups); Program Development; Self Help Programs; Small Businesses; Social Networks; Technical Education; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Apprenticeship; Lehre; Basic skill; Grundfertigkeit; Kompetenz; Developing country; Developing countries; Entwicklungsland; Educational need; Bildungsbedarf; Ausland; Globales Denken; Informelle Bildung; Nichtformale Bildung; Teaching language; Unterrichtssprache; psychologische; Motivation (psychologisch); Non-formal education; Non formal education; Programmplanung; Self help programmes; Selbsthilfebewegung; Kleingewerbe; Social network; Soziales Netzwerk; Technikunterricht; Ausbildung; Berufsbildung
Abstract	Because a growing proportion of the world's working population is in the informal sector (in work areas generally outside the sphere of state protection), planners of vocational training for adults must pay closer attention to those concepts of teaching and learning that have relevance for the informal sector, and they must develop strategies for building bridges between various existing forms of formal and informal education and training. The following areas must receive special attention: vocational competencies in the informal sector; the relationship between learners' mother tongue and the language in which they learn basic educational skills; diversification of technical and vocational education; government and nonformal education; motivation for initiative and action; traditional apprenticeship and informal learning; the practice of securing a livelihood by unifying household and enterprise; adult learning in the context of self-help organizations; and strategies for integrating social networks into educational programs. Vocational-technical education and training programs for adults should be emancipatory, based on a combination of traditional and informal methods of acquiring vocational competence, and designed to help individuals and groups from the informal sector become aware of their existing competencies and put those competencies to use in their daily routines. (Contains 16 references) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC