Author: R. H. DavePublisher:
ISBN:
Category : Education
Languages : en
Pages : 226
Book Description
Learning Strategies for Post-literacy and Continuing Education in Mali, Niger, Senegal, and Upper Volta
Author: R. H. DavePublisher:
ISBN:
Category : Education
Languages : en
Pages : 226
Book Description
Learning Strategies for Post-literacy and Continuing Education
Author: R. H. DavePublisher:
ISBN:
Category : Study Aids
Languages : en
Pages : 336
Book Description
UNESCO pub. Research report on teaching methods for post literacy and continuing education, with case studies of Kenya, Nigeria, Tanzania and the UK - outlines educational system provisions for adult education and functional literacy, use of newspapers, educational television and mass media; identifies obstacles such as lack of Motivation, economic and language problems. References, statistical tables.
Learning Strategies for Post-literacy and Continuing Education in Kenya, Nigeria, Tanzania, and United Kingdom
Author: Unesco Institute for EducationPublisher:
ISBN:
Category : Continuing education
Languages : en
Pages : 312
Book Description
Learning Strategies for Post-literacy and Continuing Education in Algeria, Egypt, and Kuwait
Author: R. H. DavePublisher:
ISBN:
Category : Education
Languages : en
Pages : 238
Book Description
Learning Strategies for Post-literacy and Continuing Education in Brazil, Colombia, Jamaica and Venezuela
Author: R. H. DavePublisher:
ISBN:
Category : Education
Languages : en
Pages : 314
Book Description
Learning Strategies for Post-literacy and Continuing Education in China, India, Indonesia, Nepal, Thailand, and Vietnam
Author: R. H. DavePublisher: Hamburg : Unesco Institute for Education
ISBN:
Category : Education
Languages : en
Pages : 314
Book Description
Points out obstacles to post-literacy programme implementation, and indicates difficulty in assessing whether people remain literate despite such programmes.
Handbook on Learning Strategies for Post-literacy and Continuing Education
Author: Adama OuanePublisher:
ISBN:
Category : Education
Languages : en
Pages : 466
Book Description
This document contains three parts: part 1 provides the framework of post-literacy; part 2 describes putting the learning strategies into action; and part 3 provides conclusions. In part 1, post-literacy is defined and learning strategies for post-literacy and continuing education are identified. In part 2, the following learning strategies are discussed: (1) using printed media, such as textbooks, supplementary reading materials, extension literature, and the rural or community press; (2) the use of radio, TV, and audiovisual media; (3) using distance education and correspondence courses; (4) rural libraries, mobile exhibitions, and museums; (5) traditional folk media and games; (6) local study and action groups; and (7) out-of-school programs, award-bearing schemes, institutions parallel to the school system, and other general and vocational nonformal courses. Part 3 includes two examples of the integrated use of learning strategies: Action for Popular Culture programs in Colombia and Village Continuing Education Centers in India. References and reading lists are included in each part. A glossary of terms and a listing of acronyms and abbreviations is provided. (CML)
Resources in Education
Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1066
Book Description
Serves as an index to Eric reports [microform].
Handbook on Training for Post-literacy and Basic Education
Author: Adama OuanePublisher:
ISBN:
Category : Adult education
Languages : en
Pages : 228
Book Description
This handbook (in English and French editions) presents training in its broadest sense, highlighting its function of providing trainees both with theoretical foundations and with instrumental competencies to carry out the roles and duties of middle and grassroots level adult educators. It constitutes an attempt to present various experiences and views on training problems and issues so that trainees can sort the evidence to make appropriate decisions. The handbook contains 14 chapters, organized in 3 parts. The first part presents a general framework within which training can be viewed. It contains three chapters that, respectively, define the conceptual issues related to adult education, profile the personnel involved in literacy at the middle and grassroots levels, and set forth the concept and guiding principles of training. The six chapters in the second part propose a systematic approach to the development of a training curriculum. Steps include identifying and assessing training needs, setting training objectives, determining and sequencing the training content, making the training process operational, and designing the evaluation of training. The third part focuses on implementation of the curriculum. Chapters concern trainers' roles and responsibilities, training of trainers, administrative aspects, and examples of training programs from nine developing countries. A concluding chapter comments on issues and needs. (KC)
Education and Democracy in Senegal
Author: M. KuenziPublisher: Springer
ISBN: 0230118917
Category : Political Science
Languages : en
Pages : 298
Book Description
This book examines the role of nonformal education (NFE) in African languages in promoting democracy in Senegal. Using data from a survey of rural Senegalese citizens, this is the first study to empirically test the effects of NFE on political participation and attitudes. The results indicate that NFE stimulates community and political participation and appears to have a stronger effect on participation than formal education. Both NFE and formal education increase the likelihood that people will embrace democratic, tolerant attitudes. Thus, NFE could be a potent force in the promotion of civic orientations in the emerging democracies.