000			03396nam a22004215i 4500
001			978-0-387-28693-8
003			DE-He213
005			20250710083942.0
007			cr nn 008mamaa
008			100301s2005 xxu| s |||| 0|eng d
020			_a9780387286938 _a99780387286938
024	7		_a10.1007/0-387-28693-4 _2doi
082	0	4	_a371.2 _223
100	1		_aRogers, Alan. _eauthor.
245	1	0	_aNon-Formal Education _h[recurso electrónico] : _bFlexible Schooling or Participatory Education? / _cby Alan Rogers.
264		1	_aBoston, MA : _bSpringer US, _c2005.
300			_aXI, 316p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aCERC Studies in Comparative Education ; _v15
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.
650		0	_aEDUCATION.
650		0	_aEDUCATION AND STATE.
650	1	4	_aEDUCATION.
650	2	4	_aLEADERSHIP & ADMINISTRATION.
650	2	4	_aEDUCATIONAL POLICY.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387246369
830		0	_aCERC Studies in Comparative Education ; _v15
856	4	0	_uhttp://dx.doi.org/10.1007/0-387-28693-4 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c56854 _d56854