The Comparative Functionality of Formal and Non-Formal Education for Women: Final Report.

Autor/in	Derryck, Vivian Lowery
Institution	Agency for International Development (Dept. of State), Washington, DC.
Titel	The Comparative Functionality of Formal and Non-Formal Education for Women: Final Report.
Quelle	(1979), (196 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Birth Rate; Comparative Analysis; Comparative Education; Demography; Development; Economic Change; Educational Benefits; Educational History; Educational Opportunities; Employment Patterns; Females; Job Skills; Literacy; Nonformal Education; Participation; Rural to Urban Migration; Secondary Education; Sex Discrimination; Social Change; Womens Education; Afghanistan; Africa; Bangladesh; Indonesia; Jamaica; Liberia; Morocco; Nicaragua; Tanzania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Vergleichende Erziehungswissenschaft; Demografie; Entwicklung; Ökonomischer Wandel; Bildungsertrag; History of education; Bildungsgeschichte; Bildungsangebot; Bildungschance; Beschäftigungsstruktur; Weibliches Geschlecht; Produktive Fertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Non-formal education; Non formal education; Nichtformale Bildung; Teilnahme; Landflucht; Sekundarbereich; Sex; Discrimination; Geschlecht; Diskriminierung; Sozialer Wandel; 'Women''s education'; Frauenbildung; Afrika; Bangladesch; Indonesien; Marokko; Tansania
Abstract	This final report describes a five-phase study to ascertain whether formal or non-formal education has the greater functionality to accelerate women's integration into development activities. Part 1 (two chapters), introduction and background, defines the problem, sets parameters of the study, and provides definitions of education terms. Part 2 (three chapters) examines the history of United States education and schooling in colonial Africa to gain historic perspective. Focus is on female edocation in nineteenth-century America, the rise of the common school, and colonial education in Africa. Part 3 (two chapters) overviews formal and nonformal education and discusses the status of women and education. Part 4 (four chapters) examines three types of education functionality (social, economic, and demographic) and analyzes each for formal and non-formal education. It concludes with a summary of functionalities and dysfunctionalities. Part 5 (three chapters) explores constraints of the political environment and speculates about possible outcomes of a major investment in female education. Again, the focus is sub-Saharan Africa. Part 6 (four chapters) offers recommendations for actions to attack the problem of female under-education. The final part summarizes major study findings and concludes with observations on the current relationship of education and women in development efforts. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC