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Le, Ai Tam Pham – International Review of Education, 2018
Community learning centres (CLCs) have been widely established in the Asia-Pacific region as locally managed institutions that offer non-formal educational opportunities and community development activities. Myanmar officially has more than 3,000 centres, which is one of the highest numbers in the region. This article examines the operation of…
Descriptors: Foreign Countries, Nonformal Education, Community Programs, Community Development
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Manninen, Jyri – International Review of Education, 2017
Non-formal, non-vocational adult education (NFNVAE) is a low-cost, low-threshold learning activity that generates many benefits for individuals and society, and it should play a more central role in educational policy. NFNVAE's challenge is that it lacks clear concepts and definitions and is, therefore, less systematically covered in statistics,…
Descriptors: Foreign Countries, Adult Education, Nonformal Education, Educational Policy
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Mayombe, Celestin; Lombard, Antoinette – International Review of Education, 2016
Non-formal education and training (NFET) programmes in public and private centres in South Africa aim to meet the training needs of adults who have been deprived of formal education which would have fostered skills acquisition and access to employment earlier in their lives. The concern which informs this paper is that adults who face long-term…
Descriptors: Foreign Countries, Nonformal Education, Adult Education, Community Programs
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Tom, Miye Nadya – International Review of Education, 2016
This paper presents a broad-reaching effort to interrogate enduring colonial legacies as experienced by Native American youth in the United States of America and Black Portuguese youth of Cape Verdean origin in Portugal. As part of its methodological approach, it uses hip-hop--a cultural movement composed of four elements including rap music--to…
Descriptors: American Indian Students, Foreign Countries, Nonformal Education, Youth
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Benavot, Aaron – International Review of Education, 2015
Literacy is an essential means of communication. It enables individuals, communities and institutions to interact, over time and across space, as they develop a web of social relations via language. Effective literacy policies, programmes and practices expand the scale of social communication and interaction. Thus, literacy thrives when a state of…
Descriptors: Literacy, Interpersonal Communication, Interaction, Educational Policy
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Nemeth, Balazs – International Review of Education, 2011
The "Belem Framework for Action" underlines, among many other issues, that quality in adult learning and education must be holistic and multidimensional both as a concept and in practice, using various tools such as partnerships with higher education institutions. Bridging adult and higher education is difficult, but the lifelong…
Descriptors: Adult Education, Higher Education, Partnerships in Education, Lifelong Learning
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Liu, Yunhua; Constable, Alicia – International Review of Education, 2010
This article argues that ESD should be integrated into lifelong learning and provides an example of how this might be done. It draws on a case study of a joint project between the Shangri-la Institute and the Bazhu community in Diqing, southwest China, to analyse a community-based approach to Education for Sustainable Development and assess its…
Descriptors: Informal Education, Indigenous Knowledge, Lifelong Learning, Foreign Countries
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Singh, Madhu – International Review of Education, 2000
Urges systems of education and training to cater to both formal and informal labor markets. Identifies the following components of such efforts: (1) taking into account the traditions and values of the system of vocational learning in working life; (2) accommodating local development needs; and (3) building on the competencies that people in the…
Descriptors: Adult Basic Education, Adult Education, Conference Papers, Education Work Relationship
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Overwien, Bernd – International Review of Education, 2000
Discusses the benefits of an enlarged view of learning that emphasizes the abilities of the individual learner and the role of the teacher as partner in a joint educational process and includes informal acquisition of skills on-the-job. Argues that much is to be learned from popular educational movements in Latin America. (KS)
Descriptors: Case Studies, Conference Papers, Disadvantaged Youth, Education Work Relationship
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Muyeed, Abdul – International Review of Education, 1982
Stresses the significance of rural development oriented toward anti-poverty for developing countries, indicating the need to identify the educational implications of such a strategy. (Author/MP)
Descriptors: Developing Nations, Educational Objectives, Nonformal Education, Poverty
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Gillette, Arthur – International Review of Education, 1979
The past 25 years have shown an international trend toward destructuring in education: creation of new nonformal options; outreach to unserved groups; less rigid curriculum; more inductive pedagogy; and new student assessment methods. Despite this, formal schooling and traditional methods remain strong and may be beginning a cyclical resurgence.…
Descriptors: Access to Education, Educational Change, Elementary Secondary Education, History
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Livingston, James A. – International Review of Education, 1976
Describes the Brazilian system of education and indicates some of the problems being encountered in the administration of the system. Observes the school system at the federal, state, county and local levels. (Author/RK)
Descriptors: Administrator Responsibility, Charts, Educational Administration, Nonformal Education
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McDowell, David W. – International Review of Education, 1980
The Nigerian Government is attempting to create a national identity and eliminate inefficient indigenous educational practices. The author argues that quick implementation of this plan to regulate indigenous private education and craft apprenticeships could aggravate the employment situation and restrict the ability of localities to meet their own…
Descriptors: Centralization, Coordination, Developing Nations, Educational Change
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La Belle, Thomas J. – International Review of Education, 1982
Presents a conceptual framework for understanding the interrelationships among formal, nonformal, and informal education. (MP)
Descriptors: Holistic Approach, Informal Education, Lifelong Learning, Nonformal Education
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King, Kenneth – International Review of Education, 1982
Following a brief review of the existing interactive dimensions of three modes of learning--formal, nonformal, and informal--the author comments on policies proposing further integration of modes. (MP)
Descriptors: Developed Nations, Developing Nations, Early Childhood Education, Informal Education
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