Presents different experiences from Brazil (UCBC) and other Latin American countries (like CENECA in Chile and PLAN DENI).
"Case studies and seminar reports are provided that "were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part 1, containing an introductory paper and nine case studies, 'focuses on indigenous institutions and processes in
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health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java' (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflitting strategies for social change in the Third World. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, arid Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided." (ERIC document resumé)
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"Presented as a paper at the 1974 Conference on Non-Formal Education held at the Michigan State University, this bulletin contains selective digests of not readily available, unpublished and published documents, research reports, summaries, descriptive articles, conference reports, international sur
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veys, and observer or participant reports on the use of communication media and technology in nonformal educational projects around the world. Specific instances are cited, with emphasis on projects in the less developed areas, which might serve as tentative guidelines for future development. The first section discusses the need for a nonformal approach to education and how this might be combined with other formal and informal learning opportunities. The second section deals vith the types of media znd technology currently in use including TV, radio, traditional folk media, games and simulation techniques, audio cassettes, programed instruction, and multimedia approach." (https://files.eric.ed.gov)
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"L'auteur fait rapport des travaux accomplis dans le cadre du projet-pilote de Dakar pour la production, l'utilisation et l'évaluation des besoins d'équipement nécessaires à la diffusion des programmesd'éducation pour adultes par la télévision. Le rapport présente, plus précisément, une é
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valuation sociologique et psychologique des effets d'une série d'émissions de télévision consacrée à la santé et à la nutrition sur un public de femmes analphabètes." (Jean-Marie Van Bol, Abdelfattah Fakhfakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 851, topic code 410.330)
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"The author reports on the work accomplished in the Dakar pilot-project for the production, use and evaluation of the equipment required to broadcast educational programmes for adults on television. More specifically the report presents a sociological and psychological evaluation of the effects of a
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series of television broadcasts on health and nutrition on an audience of illiterate women." (Jean-Marie Van Bol, Abdelfattah Fakhfakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 852, topic code 410.330)
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