Community-based Rehabilitation PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Community-based Rehabilitation PDF full book. Access full book title Community-based Rehabilitation by World Health Organization. Download full books in PDF and EPUB format.
Author: World Health Organization
Publisher:
ISBN: 9789241548052
Category : Medical
Languages : en
Pages : 452
Get Book Here
Book Description
Volume numbers determined from Scope of the guidelines, p. 12-13.
Author: World Health Organization
Publisher:
ISBN: 9789241548052
Category : Medical
Languages : en
Pages : 452
Get Book Here
Book Description
Volume numbers determined from Scope of the guidelines, p. 12-13.
Author: Wim Hoppers
Publisher:
ISBN:
Category : Basic education
Languages : en
Pages : 138
Get Book Here
Book Description
There is growing recognition that non-formal education (NFE) can play an important role in providing basic education for disadvantaged children and young people. However, development agencies and governments face difficult questions about how to manage the relationship between NFE and the formal education system. This paper offers strategies to support and expand the provision of quality non-formal basic education without compromising its innovation and responsiveness to the needs of different groups.The paper first provides an overview of the history of debates, ideological perspectives and practice in NFE, and outlines key areas of relationships between NFE and the education field as a whole. It draws on examples from Mali, Mexico, Tanzania, India, Namibia, Burkina Faso, Trinidad and Tobago, Somaliland, Brazil, South Africa and the Latin American Fey y Alegria (Faith and Joy) movement.
Author: Colin Latchem
Publisher: Springer
ISBN: 9811067414
Category : Education
Languages : en
Pages : 181
Get Book Here
Book Description
This book is the first comprehensive account of developments in open and distance non-formal education in developing countries for over more than 20 years. It includes many instructive and inspiring examples of how international agencies such as UNESCO, FAO, WHO, UNICEF, USAID and the Commonwealth of Learning and national providers are using radio, TV, online and mobile learning, telecentres and other means to achieve the Education for All, Millennium Development and Sustainable Development Goals. It describes the educational needs of the world’s most disadvantaged, vulnerable and least formally educated children, youth and adult populations, including the disabled, refugees and prisoners. It also reports on the successes, outcomes, constraints and shortcomings of using open and distance methods and technology to deliver literacy and numeracy programmes, equivalency, ‘second chance’ or alternative schooling, life skills and rural community development programmes and income generation and vocational training outside the framework of the formal education system. It concludes with suggestions for the extension and improvement of such lifelong learning. Designed to encourage further research and development in these capacity-building practices outside the established formal system, this is a must-read for all policy-makers, managers, educators, students and researchers interested in non-formal education for individuals, families and communities in the developing world.
Author: Philip H. Coombs
Publisher:
ISBN: 9780783742564
Category :
Languages : en
Pages : 308
Get Book Here
Book Description
Author: Madhu Singh
Publisher: Springer
ISBN: 3319152785
Category : Education
Languages : en
Pages : 237
Get Book Here
Book Description
This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.
Author: Polona Kelava
Publisher: Cambridge Scholars Publishing
ISBN: 1443861812
Category : Social Science
Languages : en
Pages : 285
Get Book Here
Book Description
The monograph From Formal to Non-Formal: Education, Learning and Knowledge presents a review of selected aspects of non-formal education and learning, and is written by António Fragoso, Petra Javrh, Polona Kelava, Taja Kramberger, Nives Ličen, Marko Radovan, Drago B. Rotar, Klara Skubic Ermenc, Tadej Vidmar, Igor Ž. Žagar, Tihomir Žiljak and Sabina Žnidaršič Žagar. These authors are all anthropologists, sociologists, philosophers, political scientists, education scientists and historians of education. As such, the subject covered is a broad one and reaches into fields that at first glance appear to be very distant from each other. It is precisely this diversity of approaches that offers the best promise of new findings regarding non-formal learning, education and knowledge and that represents a fruitful basis for further reflection on these topics. The monograph thus offers answers to some starting points for reflection on the increasingly varied dimensions and possibilities of formal, non–formal and informal knowledge and learning.
Author: J. D. Ekundayo Thompson
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 134
Get Book Here
Book Description
The two parts of this book consider two main facets of nonformal curriculum development: theory and practice. Part I on nonformal curriculum theory has four chapters. Chapter 1 addresses the origins, meaning, purpose, and scope of nonformal education. Chapter 2 examines three major themes in discussions on nonformal education: nonformal education as an instrument of positive change, as a social control mechanism, and the context. Chapter 3 explores the rationale. Chapter 4 examines the rational planning model and three models that have relevance for curriculum development in nonformal education: psychosocial, liberal education, and Bhola's core-interface. The five chapters in Part II on nonformal curriculum practice consider the case of the People's Educational Association of Sierra Leone in integrating population education into adult literacy. Chapter 5 describes nonformal education in the Sierra Leone context where it is an educational response to the problems of out-of-school youth and illiterate adults and an alternative development strategy. Chapter 6 sets forth the rationale for population education and literacy. Chapter 7 describes the process of curriculum integration. Chapter 8 is a case analysis of the population education project. Chapter 9 highlights these conclusions: contingent nature of curriculum development in nonformal education; importance of learner participation; and need for staff development. Appendixes contain a 359-item bibliography and index. (YLB)
Author: Alan Rogers
Publisher: Springer Science & Business Media
ISBN: 0387286934
Category : Education
Languages : en
Pages : 315
Get Book Here
Book Description
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. 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 book is a masterly account, which will be seen as a milestone in the literature. 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. 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. 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. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance.
Author: PressGrup Academician Team
Publisher: Prof. Dr. Bilal Semih Bozdemir
ISBN:
Category : Psychology
Languages : en
Pages : 490
Get Book Here
Book Description
As children grow and develop cognitive skills, their social interactions become increasingly complex. The ability to think abstractly, infer relationships, and comprehend social norms are critical cognitive milestones that significantly influence children’s socialization processes. During middle childhood, for example, the development of metacognition enables children to reflect on their thinking and that of others, facilitating a more nuanced understanding of social dynamics. This cognitive evolution allows for improved conflict resolution, negotiation skills, and empathy—hallmarks of healthy social interactions. Moreover, the process of perspective-taking, which refers to the capacity to understand another person's viewpoint, is closely tied to cognitive development. It is during the concrete operational stage (ages 7 to 11) that children begin to grasp the ability to see things from multiple viewpoints, which is pivotal for successful social interactions. This skill not only aids in forming and maintaining friendships but also assists in navigating complex social situations, thereby enriching an individual’s social environment.
Author: Rajani Ranganath Shirur
Publisher: APH Publishing
ISBN: 9788131304990
Category : Non-formal education
Languages : en
Pages : 214
Get Book Here
Book Description
If total human development is the ultimate goal of education, non - formal education can be built into the life and work of people in order that their diverse learning needs are fulfilled as and when required.
