Misconceptions Influencing Nonformal Education for Women. Question Series-5.

Institution	Ministry of Education and Social Welfare, New Delhi (India).
Titel	Misconceptions Influencing Nonformal Education for Women. Question Series-5.
Quelle	(1975), (14 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Conceptual Schemes; Developing Nations; Disadvantaged; Economic Development; Educational Attitudes; Educational Needs; Educational Policy; Educational Practices; Educational Problems; Females; Foreign Countries; Lifelong Learning; Nonformal Education; Sex Discrimination; Sex Role; Sex Stereotypes; Social Change; Social Problems; Technological Advancement; Womens Education + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Bildungspraxis; Weibliches Geschlecht; Ausland; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Sex; Discrimination; Geschlecht; Diskriminierung; Geschlechterrolle; Sozialer Wandel; Social problem; Soziales Problem; Technological development; Technologische Entwicklung; 'Women''s education'; Frauenbildung
Abstract	The paper discusses three major obstacles to a change in women's status in developing nations: (1) Misconceptions about development. Women are the largest group who suffer as a result of the concept of development as quantitative, material, technological, and elitist, because that conceptualization does not lead to social change. Development based on the satisfaction of elementary existential needs, structural transformations, and the people's active participation is needed. (2) Illusions about education. Existing educational systems distribute education unevenly. Even the educated remain ignorant about social problems. Training is irrelevant to environment. Concerned with the successful, the system loses them in the "brain drain." Fundamental misconceptions are that education equals schooling, is the transmission of knowledge, and teaching is its main element; that teachers have a monopoly on imparting knowledge and skills; and that life is divided into two periods: preparation, and utilization of knowledge. Particularly for women, much more emphasis must be placed on nonformal education, on survival skills, self-reliance and decision making, and on environmentally based, decentralized programs. Seeing learning as lifelong can eliminate educational dogmas. (3) Prejudices against women. Education itself assumes a decisive responsibility for the perpetuation of traditional values and for women's subordinate and dependent role. (Author/AJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01