16 research outputs found
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Let Jorge Do It: An Approach to Rural Nonformal Education
In the Nonformal Education in Ecuador Project, we set out to create materials and processes which would operationalize some of the emerging tenets of nonformal education. Project Design:
1. We developed learning materials usuable by nonprofessionals. These materials concentrated on literacy, math, and consciousness-raising. Most of our effort went into development of games, which oblige participation and encourage dialog.
2. We made agreements with six organizations to use the materials with our assistance. These included the department of Adult Education, a coop federation, an Ecuadorean volunteer organization, a training organization, community groups, and radio school program. About a dozen other groups made use of the materials on their own after an initial demonstration. We then monitored the use of materials and results obtained in the course of the year.
Conclusions:
We have reached the following conclusions after the first year of the Ecuador Nonformal Education Project:
1. A felt need for literacy is a sufficient motivating force to bring a portion of the people in a campesino community together for daily meetings for a period of several months.
2. Campesinos without extensive training can conduct meetings of their peers, and are acceptable to them as facilitators who eschew traditional leadership behaviors.
3. Rural populations have little difficulty entering into dialog and reflection on topics that arise from their literacy exercises.
4. The combination of literacy and dialog facilitates movements of these groups towards development planning and to action on concrete projects.
5. Not only the facilitators but also other participants in the classes can change their behavior vis-a-vis authority figures, becoming more efficacious in their dealings.
6. The above process is aided by games to reinforce learning, to conceptualize relationships, and to break down stereotypical images of the learning situation.
7. Facilitators can design and run training courses for campesinos from other communities, thus creating new cadres of facilitators.
8. The dialog concept can be technologically extended to radio schools through the use of cassette tape recorders as a feedback device, allowing participants freedom to decide what they wish to do with the recorder. This seems to have some effect on self-image.
9. Organizations and individuals involved in development education are open to new ideas and techniques, and will pick on them for use in their own programs without external incentives.
Applications:
Basic educational needs in rural areas of the third world can be satisfied by non-professional educators using materials which promote participation and dialog
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Tabacundo: Battery-Powered Dialogue
Summary: The purpose of this technical note is to describe and analyze the impact of cassette tape recorders as a feedback and programming technique in a rural radio school program. It describes their introduction into the Radio Mensaje Program in Tabacundo, Ecuador, and examines effects of their utilization
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Los Dados de letras
El jugador tira once dados hechos de madera, cada lado conteniendo una letra. Las letras que asoman en la cara superior son arregladas par formar palabras. El objectivo es desarrollar la fluidez a trav茅s de la formaci贸n de palabras escritas, y aumentar as铆 el vocabulario activo
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Quina de numeros
La Quina de suma y multiplicaci贸n estimula la fluidez con s铆mbolos y operaciones num茅ricas. El facilitador anuncia el problema y los participantes buscan la respuesta adecuada. Gana el participante que primero completo una fila. Los participantes se concentran en asociar lo que ven con lo que oyen. Otros, aprenden nuevas operaciones. Hay participantes m谩s avanzados que practican este juego para lograr una mayor aglidad en las operaciones
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Sundry Papers I
Since its creation two years ago, the Center for International Education has devoted most of its energy to building a viable entity and to starting new programs. This collection of papers represents an attempt to begin to consolidate and analyze our efforts and includes some of the first results of the Center\u27s programs and adaptations of new approaches to problems in international education.
The papers reflect the diversity of topics and techniques which characterizes the Center. They are reproduced for the purpose of communicating with others interested in the field, rather than representing traditional academic-style research efforts. We hope the availability of this publication will give incentive to other Center members immersed in innovative programs to share their results.
The five papers also reflect the Center\u27s three major thrusts: cross-cultural training, the teaching of non-western studies in US schools, and education for national development. Hartwell and Blackman explore one aspect of cross-cultural training in their work in microteaching with teachers in Navaho schools. Grant and Shuey tout two methods of making non-western studies more effective, by using foreign students and by employing film as a tool for understanding other cultures. Higginson and Hoxeng, both of whom are interested in out-of-school education, examine training schemes now being used in the Caribbean and in Mexico.
DR
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Hacienda
Summary: Hacienda is the first simulation/game produced for use on the Ecuador project. It attempts to replicate certain important aspects of rural life in the sierra region of Ecuador. This note not only describes the game and its operation, but attempts to trace the impact the game has on those rural people who have played it
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The Ecuador Project
Summary: The background of the project and the basic philosophy are outlined. Criteria used in generating non-formal educational matierlas are discussed and the three classes of materials currently in use are described. Approaches to the distribution and use of the materials by a network of complimentary organizations are analyzed
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Letter Dice
Summary: The player tosses eleven wooden dice, each face of which contains a letter. The letters showing are arranged and rearranged to assemble words. The aim is to develop fluency with the spelling of words, and to increase active and passive vocabulary
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Ashton-Warner Literacy Method
Summary: Developed by Sylvia Ashton-Warner for teaching Maori children in New Zealand, this literacy method allows the learner to approach written culture on his own terms. Rather than using a text, learners are taught words important to their lives, and encouraged to write sentences and stories which are shared with the other learners
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隆Permitan Que Jorge Lo Haga!
En el Proyecto de Educaci贸n No Formal nos propusimos crear materials y procesos que pusieran en pr谩ctica algunos de los principios de este tipo de educaci贸n que comenzaban a manifestarse.
Dise帽o Del Proyecto:
1. Los materiales
Los materiales se condicionaron a la utilizaci贸n universal y al manejo por personas no profesionales. Se concetraron en la alfabetizaci贸n, las matem谩ticas y algunas t茅cnicas para despertar el conocimiento de s铆 mismo. El esfuerzo se orient贸 al desarrollo de juegos que obligan a la participaci贸n colectiva y estimulan el di谩logo.
2. La Diseminaci贸n del programa
Hicimos convenios con seis organizaciones para que utilizaran los materiales con nuestra asistencia. El Departmento de Educaci贸n de Adultos, una federaci贸n de cooperativas, una organizaci贸n de entrenamiento, grupos comunales y un programa de una escuela de radio. Otros doce grupos utilizaron los materials por su cuenta despu茅s de una demostraci贸n inicial. Nosotros controlamos los resultados en el uso de los materials y en el transcurso del a帽o.
CONCLUSIONES DESPUES DEL PRIMER A脩O DEL PROYECTO DE EDUCACION NO FORMAL EN EL ECUADOR
1. La necesidad de alfabetizaci贸n es la fuerza motivadora suficiente para que un grupo de personas de una comunidad se re煤na en la realizaci贸n de sesiones diarias durante un per铆odo de varios meses.
2. Los campesinos pueden conducir clases para sus compa帽eros sin un entrenamiento extensivo; son aceptados por ellos como facilitadores se evitan as铆 el comportamiento tradicional del liderazgo.
3. Las problaciones rurales no tienen dificultad en entablar di谩logos y entrar en reflexiones sobre t贸picos que surgen de sus ejercicios de alfabetizaci贸n.
4. La combinaci贸n de alfabetizaci贸n y di谩logo facilita la acci贸n de estos grupos hacia la planificaci贸n del desarrollo y hacia la marcha de proyectos concretos.
5. No solamente los facilitadores, sino tambi茅n otros participantes pueden cambiar su comportamiento cuando se encuentran frente a frente a una autoridad, llegando a ser m谩s eficaces en sus relaciones.
6. El proceso anterior est谩 ayudado por los juegos en el reforzamiento, conceptualizaci贸n de las relaciones y destrucci贸n de im谩genes estereot铆picas en el apre帽dizaje.
7. Los facilitadores pueden dise帽ar y llevar a cabo cursos de entrenamiento para campesinos de otras comunidades, creando as铆 nuevos n煤cleos de facilitadores.
8. El concepto de di谩logo puede ser extendido tecnol贸gicamente a las escuelas de radio a trav茅s del uso de grabadoras de cassette como instrumentos de retroinformaci贸n, dejando a los participantes en libertad para que decidan lo que desean hacer con la graadora. Esto parece tener alg煤n efecto sobre la imagen que el invidiuo tiene de s铆 mismo.
9. Las organizaciones y los individuos involucrados en el desarrollo de la educaci贸n desean recibir nuevas ideas y t茅cnicas para utilizarlas en sus propios programas sin necistar incentivos externos.
IMPLICACIONES
1. Las necesidades b谩sicas de educaci贸n de las 谩reas rurales del tercer mundo pueden ser satisfechas por educadores no profesionales utilizando materiales que promuevan la participaci贸n y el di谩logo.
2. La uni贸n de federaciones de campesinos, cooperativas, escuelas de radio y otras instituciones conducen a la formaci贸n de un sistema complementario nacional de situaciones de aprendizaje, sirviendo cada instituci贸n a diferentes poblaciones al nivel de educaci贸n elemental y desarrollando un parendizaje b谩sico con informaci贸n espec铆fica, destrezas relacionadas con los objectivos de la instituci贸n y facilidades para que los campesinos elijan las actividades en las que desean participar.
Estas conclusiones e implicaciones son de inter茅s para las personas involucradas en actividades de desarrollo de la educaci贸n en el tercer mundo. Los administradores de programas y profesionales de niveles b谩sicos pueden encontrar en ellas un compendio de ideas 煤tiles - algunas de ellas nuevas y otras simples variaciones de los enfoques ya existentes