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ERIC Number: ED118340
Record Type: RIE
Publication Date: 1974
Pages: 291
Abstractor: N/A
Attacking Rural Poverty: How Nonformal Education Can Help. A Research Report for the World Bank Prepared by the International Council for Educational Development.
Coombs, Philip H.; Ahmed, Manzoor
Designed to assist rural planners and policy makers of developing countries in the use of nonformal education programs, this book analyzes the findings of a two-year irternational research study. Emphasizing a functional view of education and equating education with learning, the focus is on: (1) preplanning diagnosis, (2) educational delivery systems, (3) costs and required resources, (4) innovative solutions, and (5) evaluations of nonformal programs. Data are derived from (1) extensive discussions with agency exPerts; (2) a wide assortment of documents; (3) analytical working papers; and (4) a diversified sample of 25 ongoing nonformal education projects in Africa, Asia and Latin America. Divided into three sections (evidence, analyses, and conclusions), this book includes the following chapters: (1) Background of the Study; (2) An Overview of Rural Education: (3) Extension Programs in Agriculture; (4) Training Programs in Agriculture; (5) Training for Nonfarm Occupations; (6) Self-Help Approach to Rural Development; (7) The Integrated Approach to Agricultural Development: (8) A Critique of Agricultural Education and Research Systems; (9) A Critique of Training Programs for Nonfarm Rural Skills; (10) Improving the Technologies of Nonformal Education; (11) The Economics of Nonformal Education; (12) Planning, Organization, Management, and Staffing; (13) A Final Recapitulation and Commentary. (JC)
Johns Hopkins University Press, Baltimore, Maryland 21218 (ISBN 0-8018-1601-7, $3.95)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: International Bank for Reconstruction and Development, Washington, DC.
Authoring Institution: International Council for Educational Development, Essex, CT.
Grant or Contract Numbers: N/A