This is the first full study of non-formal education on an
international scale since the 1980s. The book describes the
emergence of the concept in the context of development and
educational reform. It traces the debate about non-formal education
from its origins in 1968 to the mid 1980s, and looks at the issues
that this debate raised. It then describes a number of programmes
in different parts of the world which call themselves a
~non-formala (TM), pointing out the wide range of different views
about what is and what is not non-formal. Rogers asks whether we
should drop the term altogether or try to reconceptualise it in
terms of flexible schooling or participatory education. This is an
important new book by a well-established author. It deals with
complex issues, but is written in a clear style. It contains an
important new analysis of the development paradigms in which the
controversies surrounding non-formal education grew up, and which
shaped its purpose and impacts. The authora (TM)s call for a
reformulation of the concept will find echoes not only in
developing societies, but also in Western circles, where the
language of non-formal education is being used increasingly within
the context of lifelong learning. The book grew out of the teaching
of non-formal education in which Professor Rogers has been engaged
for the last 20 years.
General
| Imprint: |
Springer-Verlag New York
|
| Country of origin: |
United States |
| Series: |
CERC Studies in Comparative Education, 15 |
| Release date: |
April 2005 |
| First published: |
2005 |
| Authors: |
Alan Rogers
|
| Dimensions: |
235 x 155 x 19mm (L x W x T) |
| Format: |
Hardcover
|
| Pages: |
318 |
| Edition: |
2005 ed. |
| ISBN-13: |
978-0-387-24636-9 |
| Categories: |
Books >
Social sciences >
Education >
Organization & management of education >
General
|
| LSN: |
0-387-24636-3 |
| Barcode: |
9780387246369 |
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