Handbook on Training for Post-Literacy and Basic Education. UIE Handbooks and Reference Books 2 = Manuel sur la formation pour la postalphabetisation et l'education fondamentale. Manuels et Guides de l'IUE 2.

Autor/inn/en	Ouane, Adama; und weitere
Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.
Titel	Handbook on Training for Post-Literacy and Basic Education. UIE Handbooks and Reference Books 2 = Manuel sur la formation pour la postalphabetisation et l'education fondamentale. Manuels et Guides de l'IUE 2.
Quelle	(1990), (476 Seiten)Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-820-1054-6; 92-820-2054-1
Schlagwörter	Leitfaden; Adult Basic Education; Adult Literacy; Curriculum Development; Demonstration Programs; Developing Nations; Educational Needs; Literacy Education; Program Development; Program Evaluation; Program Implementation; Staff Development; Student Evaluation; Teacher Role; Trainers; Training Methods; Training Objectives + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Educational need; Bildungsbedarf; Programmplanung; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Schulnote; Studentische Bewertung; Lehrerrolle; Ausbildungslehrer; Trainer; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	This handbook (in English and French editions) presents training in its broadest sense, highlighting its function of providing trainees both with theoretical foundations and with instrumental competencies to carry out the roles and duties of middle and grassroots level adult educators. It constitutes an attempt to present various experiences and views on training problems and issues so that trainees can sort the evidence to make appropriate decisions. The handbook contains 14 chapters, organized in 3 parts. The first part presents a general framework within which training can be viewed. It contains three chapters that, respectively, define the conceptual issues related to adult education, profile the personnel involved in literacy at the middle and grassroots levels, and set forth the concept and guiding principles of training. The six chapters in the second part propose a systematic approach to the development of a training curriculum. Steps include identifying and assessing training needs, setting training objectives, determining and sequencing the training content, making the training process operational, and designing the evaluation of training. The third part focuses on implementation of the curriculum. Chapters concern trainers' roles and responsibilities, training of trainers, administrative aspects, and examples of training programs from nine developing countries. A concluding chapter comments on issues and needs. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01