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020 _a9780387286938
_9978-0-387-28693-8
024 7 _a10.1007/0387286934
_2doi
035 _avtls000330574
039 9 _a201509030723
_bVLOAD
_c201404120507
_dVLOAD
_c201404090248
_dVLOAD
_c201401311345
_dstaff
_y201401291458
_zstaff
_wmsplit0.mrc
_x994
050 4 _aLB2801-3095
100 1 _aRogers, Alan.
_eautor
_9302344
245 1 0 _aNon-Formal Education :
_bFlexible Schooling or Participatory Education? /
_cby Alan Rogers.
264 1 _aBoston, MA :
_bSpringer US,
_c2005.
300 _aXI, 316p.
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aCERC Studies in Comparative Education ;
_v15
500 _aSpringer eBooks
505 0 _aThe Context -- The Development Context: The Call for Reorientation -- The Educational Context: The Call for Reform -- The Great Debate -- The Advocates: Constructing Non-Formal Education -- Ideologues -- Empiricists -- Pragmatists -- The End of the Debate -- Some Issues Arising from the Literature -- Case Studies -- NFE Today: The Trajectory of Meanings -- Towards A New Logic Frame -- Re-Conceptualising Non-Formal Education -- Conclusion.
520 _aThis 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 ‘non-formal’, 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 author’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. It is intended for teachers and students in comparative education courses in higher education institutions, and for researchers and others with an interest in the field.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9780387246369
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/0-387-28693-4
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999 _c278609
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