What Should Count as Worthwhile Knowledge in Determining a Curriculum for Supporting Out-of-school Children and Youth?

Autor/in	Nampota, Dorothy Cynthia
Titel	What Should Count as Worthwhile Knowledge in Determining a Curriculum for Supporting Out-of-school Children and Youth?
Quelle	6 (2009) 8, S.30-37 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Foreign Countries; Developing Nations; Educational Policy; Curriculum Development; Pilot Projects; Dropout Programs; Dropouts; Program Evaluation; Program Implementation; Educational Needs; Community Attitudes; Student Attitudes; Stakeholders; Nonformal Education; Economic Development; Economic Factors; Malawi + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pilot project; Modellversuch; Pilotprojekt; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Programme evaluation; Programmevaluation; Educational need; Bildungsbedarf; Schülerverhalten; Non-formal education; Non formal education; Nichtformale Bildung; Wirtschaftsentwicklung; Ökonomischer Faktor
Abstract	Due to the increasing number of children and youth dropping out of school, the Malawi government came up with a strategy to address their learning needs through non-formal means in its Education for All (EFA) plan. This resulted in the introduction of a three-year cycle pilot programme known as Complementary Basic Education (CBE). Funded by GTZ, a German funding agency, the CBE programme has since entered its second year of implementation. This paper reports an evaluation study of the CBE programme so far, with a view of highlighting some of the challenges affecting its implementation. Using a qualitative methodology, the study found that the programme is in many respects, potentially beneficial to various groups of stakeholders including learners, their parents and the community in general. However, the study finds that the major setback in achieving this potential lies in the differences in perception of what should count as curriculum for the CBE programme between providers and beneficiaries. There is a mismatch between "needs" as perceived by learners and community members on the one hand, and "needs" as perceived by the providers on the other hand. The paper discusses some of the issues that the providers need to respond to if CBE implementation is going to be beneficial to the livelihood needs of the learners and the immediate community. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10