The Experts below are selected from a list of 234 Experts worldwide ranked by ideXlab platform
Adele M E Jones - One of the best experts on this subject based on the ideXlab platform.
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training for empowerment a comparative study of Nonformal Education for women in small island countries
Compare, 1997Co-Authors: Adele M E JonesAbstract:: This article compares Nonformal Education (NFE) and training options for women among the small island countries of Fiji, Kiribati, Niue, Tonga, Barbados, Grenada, St. Lucia, and St. Vincent. Data were obtained from 4 groups (the government agency for women, the national women's organization, a nongovernmental organization, and the university extension center) that operated an NFE course during 1992-94. Interviews were conducted among the tutor and 5 women from the selected NFE programs who had attended research workshops. Over 200 women were interviewed. Caribbean country NFE programs included a varied program of instruction that included, for example, self-defense, assertiveness training, and women-in-trade programs. South Pacific training programs included, for example, training of trainers, leadership training, women and traditional medicine, and women in development. Regional papers in preparation for the 1995 Beijing Conference included research findings on NFE, including workshop findings. Facilitators from Niue and Tonga were more satisfied with women's status in their countries than those in Fiji and Kiribati, but women in all 4 countries said things were changing. Women reported benefits from NFE programs such as new information, acquiring new skills, visiting new places, and sharing experiences with other women. In Kiribati and Tonga, women were disappointed in lack of follow-up. Caribbean women were self-aware, but gained insight into their lack of rights and justice. Not all programs empowered women. NFE providers and participants were unable to identify significant outcomes.
Daniel D Shephard - One of the best experts on this subject based on the ideXlab platform.
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Nonformal Education for improving Educational outcomes for street children and street youth in developing countries a systematic review
International Journal of Social Welfare, 2014Co-Authors: Daniel D ShephardAbstract:Tens of millions of children and youth (up to 24 years of age) live and work on the streets of developing countries. Most of them are forced to leave formal Education. As a potential solution, Nonformal Education (NFE) interventions have spread worldwide. However, no previous attempt has been made to address the state of evidence regarding effectiveness studies of NFE for street children and youth. This review addresses this gap by conducting the first systematic review concerning the effectiveness of NFE for improving Educational outcomes for street children and street youth. The search was conducted in 35 structured electronic databases and numerous organizations and experts were also contacted. The screening of 9,271 titles resulted in the identification of zero prospective effectiveness studies with a counterfactual. Lessons are drawn from the highest quality excluded studies to inform future evaluations that seek to address this knowledge gap. Key Practitioner Message: ● Practitioners should implement comparable intake and monitoring assessments to track changes consistently over time; ● Programs informed by critical pedagogy and empowerment-based approaches may improve behavioral outcomes; ● Programs that work with street children and street youth should clarify how they identify their target population.
Sumalee Sungsri - One of the best experts on this subject based on the ideXlab platform.
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Nonformal and informal Education in thailand
2018Co-Authors: Sumalee SungsriAbstract:In Thailand, before any kind of Education was formally introduced, Education or learning existed mainly in the form of informal learning. In addition, some forms of informally organized Nonformal Education also existed. In 1940, the Division of Adult Education was established within the Ministry of Education to look after Nonformal Education which was called at that time adult Education. The main purpose of the latter in that period was to provide adults with literacy skills coupled with knowledge and understanding about citizen roles in a democratic society. Later on the division was upgraded to become the Department of Non-Formal Education, and the scope of responsibilities was extended to serve all after compulsory school-age people, including adults. When the National Education Act, 1999, which focused on lifelong Education, was promulgated, all types of Education were recognized as main components of lifelong Education: formal Education, Nonformal Education, and informal Education. This chapter provides readers with the details of both Nonformal and informal Education in Thailand. It begins with the definition and concept of Nonformal and informal Education and non-formal and informal Education as components of lifelong Education. Then discussed is the evolution and development of Nonformal and informal Education, including policy implementation and the identification of best practices of Nonformal and informal Education. The data sources derive from both the documentary search and field studies. The author has synthesized all related information and data together with her own experience working in the field of Nonformal and informal Education for over 30 years to compose this chapter in order to provide readers with diverse perspectives on Nonformal and informal Education in Thailand.
Selina Mohsin - One of the best experts on this subject based on the ideXlab platform.
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Impact of technology on women: strategies for non-formal Education.
Indian Journal of Gender Studies, 2020Co-Authors: Selina MohsinAbstract:This article focuses on the impact of technology on women and its implications for Nonformal Education in developing countries. It describes how poverty and illiteracy created a distinctive gender bias in terms of womens participation in the labor force and health. Compared to men women have lower levels of literacy are poorer and have more limited access to nontraditional skills. Moreover illiteracy is associated with socioeconomic exploitation and deprivation suffered by women. It is therefore essential to identify how functional Nonformal Education (NFE) can help change the lives of women. To define NFE is an integrated approach to Education and training outside the formal system. It includes literacy skills development collaborative group activities information and training on issues of everyday life and work for improved health status and sustainable economic development. Following a discussion of the external factors that influence technology the paper will focus on access to use of technology in two areas namely health and work opportunities with emphasis on environment in both areas. It also outlines the role and responsibilities of NFE actors the necessary infrastructures and the barriers faced by women. Finally the paper sets out the objectives of NFE programs factors that determine the use of technology strategies for NFE and the challenges ahead.
Arlen Etling - One of the best experts on this subject based on the ideXlab platform.
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what is Nonformal Education
Journal of Agricultural Education, 1993Co-Authors: Arlen EtlingAbstract:I believe that these are important questions. I believe that agricultural educators do a disservice to the profession when they use such basic terms in an unscholarly manner. I believe that important distinctions exist between formal and Nonformal Education and between Nonformal and informal Education. I believe that agricultural educators need to be aware of the distinctions in order to be effective educators, especially when moving from formal settings to Nonformal settings. I believe that the differences of opinion between classroom teachers and extension educators will never be resolved until the distinctions are fully understood and appreciated.
