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Development of a framework for analyzing nonformal education systems

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Title: Development of a framework for analyzing nonformal education systems
Author: Mumba, Elizabeth Cisece
Degree: Master of Arts - MA
Program: Higher Education
Copyright Date: 1985
Subject Keywords Non-formal education
Issue Date: 2010-06-03
Publisher University of British Columbia
Series/Report no. UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/]
Abstract: This study analyzes the concept of nonformal education and provides a framework for analyzing nonformal education systems. Nonformal education is seen by policy makers and funding agencies as one of the alternatives to formal schooling that may assist developing countries in the modernization process. Nonformal education is defined as any systematic learning that is provided outside the formal system to meet the learning needs of adults as well as children. In order to achieve the objectives of the study, two separate literature reviews are provided. Firstly, a review of the literature on the concept of nonformal education is provided. The review analyzes how the concept of nonformal education has developed. It discusses some issues regarding definitional problems; major characteristics of nonformal education and the major differences between nonformal education and formal education. Various theories that relate to nonformal education and development are discussed. Following the conceptual analysis, a review of selected research that has been conducted on nonformal education in the last twelve years is provided. Only major cross-cultural studies are reviewed as they provide a basis for comparison. Conclusions of the studies are discussed. A framework is provided for analyzing and comparing nonformal education systems. The framework identifies three levels of analysis: national, regional, and local. The major elements of the framework are discussed and questions are provided indicating at which level they can be asked. Major conclusions of the study are discussed in terms of planning nonformal education systems. Some recommendations for further research are provided.
Affiliation: Education, Faculty of
URI: http://hdl.handle.net/2429/25475
Scholarly Level: Graduate

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