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This 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.

Non-formal education. --- Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Informal education --- Informal learning --- Nonformal education --- Adult education --- Educational innovations --- Occupational training --- Gap years --- Prior learning --- Education --- Administration, Organization and Leadership. --- Educational Policy and Politics. --- School management and organization. --- School administration. --- Educational policy. --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Management --- Organization --- Government policy --- Inspection --- Management and organization --- Educació no-formal --- Educació alternativa --- Educació extraescolar --- Educació informal --- Educació no-reglada --- Ensenyament no-reglat --- Educació popular --- Formació ocupacional --- Educació d'adults --- Colònies escolars --- Escoles alternatives --- Innovacions educatives --- Mètodes educatius

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volwasseneneducatie --- methoden --- Adult education. Lifelong learning --- didactiek --- Adult education. --- Learning. --- Adult education --- Learning --- Education des adultes --- Apprentissage --- Learning process --- Adults, Education of --- Education of adults --- Comprehension --- Education --- Continuing education --- Open learning --- Pedagogiek en onderwijskunde --- Didactiek naar onderwijsniveau en leerlingkenmerken.

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Alan Rogers looks at learning (formal, nonformal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning - formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, the book's arguments apply also to schooling and higher education, in both industrialised societies and developing countries where large numbers of children and adults are not and have not been in school and so rely on informal learning to manage change. [...] I would strongly recommend this book to all adult educators in general because as Rogers concludes, "Without informal learning, none of us would grow; and without the products of informal learning, none of our planned learning programmes would be effective" (p. 79). Adult Education Quarterly 66/2016 In conclusion, Rogers calls for a revision of the way we look at learning in order to cease interpreting it as what happens in agency-organised contexts and open its meaning to all learning, with special attention to what goes on outside plannedlearning experiences. International Review of Education 61/2015 The base of the iceberg [...] is a thick and deep theoretical discussion on education by Alan Rogers, a well-known author in the field. International Review of Education - Journal of Lifelong Learning 5/2015

Non-formal education. --- Learning. --- Learning process --- Comprehension --- Education --- Informal education --- Informal learning --- Nonformal education --- Adult education --- Educational innovations --- Occupational training --- Gap years --- Prior learning --- continuing education --- lifelong learning --- Frame of reference --- Iceberg --- Nonformal learning

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Histoire locale --- Royaume-uni, histoire

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