Nonformal Education in the Arab States: A Comparative Analysis.

Autor/in	Sobeih, Nabil Ahmed Amer
Titel	Nonformal Education in the Arab States: A Comparative Analysis.
Quelle	(1984), (42 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Education; Arabs; Comparative Analysis; Comparative Education; Continuing Education; Course Content; Developing Nations; Educational Needs; Educational Objectives; Educational Practices; Foreign Countries; Labor Education; Nonformal Education; Nontraditional Education; Program Descriptions; Relevance (Education); Research Utilization; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arab; Araber; Vergleichende Erziehungswissenschaft; Weiterbildung; Kursprogramm; Developing country; Developing countries; Entwicklungsland; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Ausland; Labour education; Arbeitserziehung; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Relevance; Relevanz; Forschungsumsetzung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The Arab states have come to realize the significance of nonformal education and its importance in achieving economic and social development. At present, however, support given by formal education for nonformal methods of education is minimal. In each of the Arab countries there exist many different kinds of nonformal education programs, all of which are isolated from one another. These programs differ basically in audience; some are directed to the general public (e.g., literacy programs, popular culture programs, evening or correspondence courses) while some (e.g., agricultural extension, workers education, and vocational training) are directed to special groups. Educators need to decide what Arab society needs from adult education, which of the existing programs can help meet these needs, and what changes and additions should be made. A national adult education policy should be developed. All programs must be coordinated, the scope of adult education widened, course content made relevant to students' lives, teaching methods modernized, attention paid to the education of women, and more teachers trained. Program planners must have access to research studies concerning adult education. (RM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC