The Future of Non-Formal Education for Women in India: Problems and Suggestions for a Fruitful Development. Reprints and Miniprints No. 750.

Autor/in	Ekstrand, Lars Henric
Institution	Lund Univ. (Sweden). Malmo School of Education.
Titel	The Future of Non-Formal Education for Women in India: Problems and Suggestions for a Fruitful Development. Reprints and Miniprints No. 750.
Quelle	(1992), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1100-3391
Schlagwörter	Developing Nations; Educational Development; Educational Opportunities; Females; Foreign Countries; International Education; Literacy Education; Nonformal Education; Nontraditional Education; Program Evaluation; Rural Development; Vocational Education; Womens Education; India + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Bildungsangebot; Bildungschance; Weibliches Geschlecht; Ausland; Internationale Erziehung; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Programme evaluation; Programmevaluation; Rural environment; Development; Ländliches Milieu; Entwicklung; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung; Indien
Abstract	Non-Formal Education (NFE) is traditionally defined as any organizational activity outside the established formal education system. In India two major types of NFE exist. The first type is literacy courses, available for students of any age; these are taught in the evenings. The second type is vocational training, which often takes place during the day. NFE in India is becoming a key factor in development work, not only because rural development is the most important goal for a better future in India, but also because NFE is, in practice, the only alternative for literacy for most women. Possible solutions for some of the major operational problems related to the NFE programs in India are proposed and discussed. These include methodology, teaching techniques, pupil assessment, and a number of physical hazards that act to hamper learner performance. A 20-item list of references is included. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC