- Non formal education and rural development manual#
- Non formal education and rural development series#
Non formal education and rural development manual#
The present book has been designed as a manual which looks into field of rural development and education with a view to enhance the reader's understanding of the educational practices and schemes. Furthermore, recent work on social capital shows that knowledge constitutes a key element for strengthening rural communities and facilitating their adaptation to change.
In many countries social change and economic development have been organized by providing not only basic education which is acknowledged as a priority, but also specific training to improve techniques employed in the rural economy. Education in rural areas takes place at many different levels, from multigrade primary schools to agricultural universities. There are many challenges faced in effective Information and Communication Technology implementation for rural development. The book provides an introductory knowledge about education, extension education and agricultural extension by incorporating their definition meaning concepts, objectives and principles which is basic to learners of extension education. recent thrust of non-formal education project, named post-literacy and continuing education for human development is on skills training and income generation for poverty alleviation. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century.
Non formal education and rural development series#
It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. The book is a masterly account, which will be seen as a milestone in the literature.
Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience.
The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education.
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