New paths to learning for rural children and youth /

By:

Coombs, Philip H

Contributor(s):

Material type: Text

TextPublication details: [New York : International Council for Educational Development , c1973.Description: x, 133 p. :illSubject(s):

Education, Rural

DDC classification:

370.19'346 COO

LOC classification:

LC5146 .C66

Summary: This volume was originally produced as a research report on non-formal education and rural development for the UNICEF and the World Bank by the International Council for Education and Development. It examines non-formal educations potential contribution to rural development. Designed to provide developing nations and government agencies with information on nonformal education, this study presents general guidelines on how to: (1) assess the needs within a given country for rural children and youth; (2) plan effective/economic programs to meet these needs; (3) develop means to evaluate and strengthen such programs; and (4) define the ways in which external agencies can be of the greatest help in program implementation. Limited in scope to nonformal education, out-of-school youth and children, and rural areas of developing nations, the study's data are derived from 12 case studies (11 countries) of nonformal education programs and discussions with knowledgeables in developing countries, government agencies, research institutions, etc. Constituting the core of evidence, the case studies are presented in terms of: (1) a general diagnosis of rural educational needs viewed in a broad social-economic context; (2) an inventory/assessment of existing nonformal education programs addressed to rural children/youth; (3) fuller analysis of selected programs appearing to offer significant lessons for other countries; and (4) critical assessment of both positive and negative program experiences. This report also identifies fundamental concepts, present patterns, critical issues, and the means by which nonformal education programs can be activated. (JC)

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Item type	Current library	Collection	Call number	Status	Date due	Barcode
Monograph & others	CBN HQ Library General Stacks	Non-fiction	370.19'346 COO (Browse shelf(Opens below))	Available		31008101208912

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Previous	368.9669 OSO Insurance and the Nigerian economy /	370.19'3 COO Attacking rural poverty :	370.19'342 EDU Education and the integration of ethnic minorities /	370.19'346 COO New paths to learning for rural children and youth /	370.9172'4 ADA Education in developing areas /	370.9172'4 CUR Educational problems of developing societies, with case studies of Ghana, Pakistan, and Nigeria.	370 DIR The European development fund education - training 1958 - 1980	Next

At head of title: Nonformal education for rural development.

Bibliography: p. 118-120.

This volume was originally produced as a research report on non-formal education and rural development for the UNICEF and the World Bank by the International Council for Education and Development. It examines non-formal educations potential contribution to rural development.
Designed to provide developing nations and government agencies with information on nonformal education, this study presents general guidelines on how to: (1) assess the needs within a given country for rural children and youth; (2) plan effective/economic programs to meet these needs; (3) develop means to evaluate and strengthen such programs; and (4) define the ways in which external agencies can be of the greatest help in program implementation. Limited in scope to nonformal education, out-of-school youth and children, and rural areas of developing nations, the study's data are derived from 12 case studies (11 countries) of nonformal education programs and discussions with knowledgeables in developing countries, government agencies, research institutions, etc. Constituting the core of evidence, the case studies are presented in terms of: (1) a general diagnosis of rural educational needs viewed in a broad social-economic context; (2) an inventory/assessment of existing nonformal education programs addressed to rural children/youth; (3) fuller analysis of selected programs appearing to offer significant lessons for other countries; and (4) critical assessment of both positive and negative program experiences. This report also identifies fundamental concepts, present patterns, critical issues, and the means by which nonformal education programs can be activated. (JC)

oo 21/01/2019

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