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Phatininnart, Chuleeporn – Convergence, 2009
The making of changes inside prisons necessarily implies education. In Thailand, the point is not only to organise professional training courses but also to make detainees aware of the fact that they belong to a community of values. Non-formal education allows the necessary flexibility to an individual approach of training that must take into…
Descriptors: Correctional Institutions, Professional Training, Foreign Countries, Nonformal Education
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Khan, A. M. M. Zowadul Karim – Convergence, 2005
Continuing education (CE) in Bangladesh is a mass education programme. The primary aim is to develop the skills of participants, providing them with opportunities to increase their income. Its targets are neo-literate people--both male and female--between the ages of 11 and 45. Neo-literate is a technical term used in mass education in Bangladesh…
Descriptors: Foreign Countries, Mass Instruction, Continuing Education, Developing Nations
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Closson, Rosemary B.; Mavima, Paul; Siabi-Mensah, Kofi – Convergence, 2002
A study of nonformal education providers in Ghana, Senegal, and Burkina Faso identified government agencies, nongovernmental organizations, and for-profit organizations. Decentralization has increased nonformal education. Most projects involve multiple providers with various actors playing different roles. The lack of process-oriented projects…
Descriptors: Adult Education, Decentralization, Educational Change, Educational Cooperation
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Khan, Maria Lourdes Almazan – Convergence, 2001
In the Asia-Pacific region, innovations in nonformal adult education rarely become mainstream policy and practice. Effective adult education policy advocacy requires assertion of a lifelong view and a common position of advancing learning for the most marginal groups. (SK)
Descriptors: Adult Education, Advocacy, Foreign Countries, Nonformal Education
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Colclough, Christopher – Convergence, 1976
Argues that basic education programs operated as separate systems from existing formal education programs in developing nations will not produce the expected results of rural education at reduced unit costs. (WL)
Descriptors: Adult Basic Education, Developing Nations, Educational Development, Educational Strategies
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Torres, Rosa Maria – Convergence, 1994
Twelve literacy goals include new attitude toward illiteracy; clarification of the concept; articulated child-adult strategy; attention to women's needs; updating the field; attention to pedagogy; a literate environment; quality; better data; attention to preschool literacy; literacy in the context of basic education; and international cooperation…
Descriptors: Adults, Children, Definitions, Females
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Lamichane, Shreeram; Kapoor, Dip – Convergence, 1992
Outlines perspectives of nonformal education programs: (1) development (human resource development and integrated rural development) and (2) emancipatory (radical and liberal). (SK)
Descriptors: Adult Education, Developing Nations, Foreign Countries, Individual Development
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Bopp, Michael – Convergence, 1994
Describes the nature of participation within the context of people-centered development. Presents a framework for monitoring and evaluating participation in development, using participatory methodology. (SK)
Descriptors: Adult Education, Community Development, Evaluation Criteria, Nonformal Education
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Kupidura, Eva, Ed.; Kupidura, Peter, Ed. – Convergence, 1993
This 25-year index contains annotations of feature articles by subject and by author. Representative subjects include basic education, development education, empowerment, human rights, lifelong education, peace education, popular education, rural development, social/political action, technological advancement, and transformative research. Articles…
Descriptors: Adult Basic Education, Adult Education, Community Development, Community Education
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Lephoto, H. Manthoto – Convergence, 1995
Empowerment through nonformal education helps women organize for change to meet practical and strategic needs. Stages of empowerment include awareness of the problem, ownership, interaction, personal action, and collective action. Each stage has cognitive, psychological, economic, and political dimensions. (SK)
Descriptors: Adult Education, Empowerment, Foreign Countries, Nonformal Education
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Ellis, Patricia – Convergence, 1995
A survey of 16 nonformal education programs for women in the Caribbean indicated an emphasis on employment creation, small business management, leadership training, and awareness of gender issues. To an extent the programs increased awareness, developed skills, and changed attitudes and behavior. However, significant numbers of participants did…
Descriptors: Change Strategies, Entrepreneurship, Females, Foreign Countries
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de Sousa, Isabela Cabral Felix – Convergence, 1998
Interviews with 20 women in governmental and nongovernmental organizations in Rio de Janeiro revealed the following: (1) formal education programs lacked courses on gender issues; (2) nonformal education was a potential source of gender awareness; and (3) informal education was the main source of gender awareness. (SK)
Descriptors: Educational Background, Females, Foreign Countries, Gender Issues
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Akinpelu, J. A. – Convergence, 1996
In the interest of equity, Botswana must work to achieve the parity of the out-of-school, nonformal continuing education sector with the formal sector. The Centre for Continuing Education at the University of Botswana is working toward this ideal through its public education, extramural studies, and distance education units. (SK)
Descriptors: Continuing Education, Equal Education, Foreign Countries, Higher Education
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Marja, Talvi – Convergence, 1993
The transition of Estonia from totalitarian to democratic society poses challenges for adult education. Changes already taking place include voluntary training, use of private sector schools, opportunities for study abroad, reestablishment of folk high schools, and formation of the Adult Education Association of Estonia. (SK)
Descriptors: Adult Education, Democracy, Educational Change, Foreign Countries
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Comings, John P.; And Others – Convergence, 1994
In Nepal, the Health Education and Adult Literacy Project for women dealt with four mechanisms: time in school and work, school-acquired dispositions, literacy skills, and health and family planning knowledge. Beginning with a small program enabled the building of leadership essential for a larger-scale program. (SK)
Descriptors: Educational Attainment, Family Planning, Females, Foreign Countries
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