Attacking rural poverty : how nonformal education can help

목차 (Table of Contents)

• CONTENTS
• Preface = ⅴ
• Glossary = xiii
• Introduction = xv
• Chapter 1 : BACKGROUND OF THE STUDY = 3
• Genesis of the Study = 3
• The Focus and Key Questions = 4
• How the Study Was Conducted = 5
• The Underlying Education Concepts = 7
• Structure of the Report = 9
• Chapter 2 : AN OVERVIEW OF RURAL EDUCATION = 10
• Three Critical Factors: Population, Land, and Employment = 10
• The Nature of Rural Development and Education's Role = 13
• Educational Needs for Rural Development = 15
• The Poverty of Present Rural Learning Environments = 16
• The Distorted Allocation of Educational Resources = 22
• Four Approaches to Rural Extension and Training = 24
• Chapter 3 : EXTENSION PROGRAMS IN AGRICULTURE = 27
• The Conventional Model = 27
• A Sophisticated Version of the Conventional Model = 30
• Extension as a Catalyst in a Production Campaign = 32
• Soci$$\acute e$$t$$\acute e$$ d'aide technique et de coop$$\acute e$$ration(SATEC) in Senegal = 33
• Chapter 4 : TRAINING PROGRAMS IN AGRICULTURE = 36
• Short-Term Farmer Training = 37
• Farmer Training Centres(FTCs) = 38
• Longer-Term Farmer Training = 41
• Rural Training Centers(RTCs) = 42
• Training Extensionists for a Green Revolution = 43
• The Rice Production Training Program = 44
• Bringing Training to the Farmers = 46
• The National Apprenticeship Service's(SENA) Mobile Training = 46
• Chapter 5 : TRAINING FOR NONFARM OCCUPATIONS = 49
• Skill Requirements in Rural Areas = 49
• Developing Young Artisans for Rural Towns = 51
• Another Alternative to Formal Vocational Training = 53
• Vocational Improvement Centres(VICs) = 53
• A Formal-looking Nonformal Program = 55
• Rural Artisan Training = 55
• India's Diverse Programs for Artisans and Small Entrepreneurs = 58
• The Small-Scale Industry Program = 59
• The Rural Industries Projects(RIP) Program = 61
• The Gujarat Training Program for New Entrepreneurs = 63
• Chapter 6 : THE SELF-HELP APPROACH TO RURAL DEVELOPMENT = 66
• The Community Development Approach = 67
• The Indian Community Development(CD) Program = 68
• The "Animation Rurale" Approach = 71
• Animation Rurale in Senegal = 72
• Programs Involving Private Initiative = 74
• The Philippines Rural Reconstruction Movement(PRRM) = 75
• Acci$$\acute o$$n Cultural Popular(ACPO) = 77
• Self-Help Through Cooperatives = 80
• Tanzania's System for Cooperative Education = 80
• A Grass-roots Approach to Development = 85
• The Comilla Project = 85
• Chapter 7 : THE INTEGRATED APPROACH TO AGRICULTURAL DEVELOPMENT = 89
• From Economic Success to Social Development = 90
• The Gezira Scheme = 90
• A Counterattack on Famine : India's Intensive Agricultural District Program(IADP) = 92
• More Comprehensive Package Approaches = 95
• Chilalo Agricultural Development Unit(CADU) = 95
• The Programme on Agricultural Credit and Cooperation(PACCA) = 99
• An Effort to Boost Production in Low Potential Areas = 105
• The Puebla project = 105
• An Ambitious Development Effort in a Small Country = 108
• The Lilongwe Land Development Programme = 109
• Chapter 8 : A CRITIQUE OF AGRICULTURAL EDUCATION AND RESEARCH SYSTEMS = 112
• The Context of Farmer Education = 112
• Recent Growth and Future Tasks = 113
• Functions and Components of an Agricultural Knowledge System = 116
• Identification of Farmers' Knowledge Needs = 118
• Generation of Knowledge = 120
• Dissemination and Application of Knowledge = 125
• Staff Development and Renewal = 130
• Management of the System = 134
• Chapter 9 : A CRITIQUE OF TRAINING PROGRAMS FOR NONFARM RURAL SKILLS = 137
• Urban-Rural Differences = 138
• Ancillary Skills for Farm Families = 142
• Equipping Rural Youth with Off-Farm Employable Skills = 143
• Upgrading and Broadening the Skills of Artisans and Entrepreneurs = 147
• Training as Part of an Integrated Small Industries Program = 150
• Conclusions = 151
• Chapter 10 : IMPROVING THE TECHNOLOGIES OF NONFORMAL EDUCATION = 156
• Examples of the Imaginative Use of Low-Cost Educational Technologies = 157
• Using Mass Media in Campaigns = 157
• The Mastery of Complex Ideas by Illiterates = 158
• Providing Skill Training in Remote Areas = 161
• Suggestions for Planning New Technologies = 163
• A Problem-Solving Approach = 163
• Choosing and Combining Technologies = 164
• A Checklist of Essential Preparatory Steps = 165
• Suggestions for Organizing New Technologies = 166
• Practical Paths to Improvement = 169
• An Initial Inventory = 170
• Building a Strategy = 170
• Fostering Self-Instruction = 171
• Joint Use of Educational Delivery Systems = 172
• Enriching Rural Learning Environments = 173
• Summing Up = 173
• Chapter 11 : THE ECONOMICS OF NONFORMAL EDUCATION = 175
• The Key Questions and Definitions = 175
• Practical Problems of Data Collection and Analysis = 176
• Sources of Support for the Sample Cases = 178
• Role of External Assistance = 180
• Potential Domestic Sources of Support = 181
• Cost Characteristics of Nonformal Education = 183
• Comparative Costs of Nonformal and Formal Education = 184
• Cost Factors in Agricultural Extension = 185
• A Comparative Analysis of Three Integrated Projects = 188
• Benefits from Agricultural Extension Services = 191
• Costs and Benefits of Rural Training Programs = 194
• Costs and Benefits of Educational Technologies = 200
• Provisional Answers to Key Questions = 201
• Chapter 12 : PLANNING, ORGANIZATION, MANAGEMENT, AND STAFFING = 204
• Comparative Organizational Features of the Cases = 204
• Criteria for Assessing Alternative Organizational Arrangements = 205
• Diagnosis and Planning = 208
• Flexibility and Decentralization = 213
• Domestic Staffing Problems = 214
• International Staffing Problems = 218
• Basic Requirements for Better Integration = 219
• Multipurpose Training and Development Centers = 221
• The Discrimination Dilemma = 223
• Organizing to Help Small Farmers = 224
• A Summing Up = 228
• Chapter 13 : A FINAL RECAPITULATION AND COMMENTARY = 231
• Purpose and Scope = 231
• Basic Concepts and Perspectives = 232
• Three Basic Conclusions = 234
• Central Themes = 235
• Strengthening and Spreading Agricultural Knowledge = 238
• Generating Skills for Off-Farm Occupations = 243
• Finances, Costs, and Evaluation = 246
• Toward Better Planning, Management, and Staffing = 247
• How External Agencies Can Help = 251
• Unfinished Business and the Future = 253
• APPENDIX A EXCERPTS FROM ORIGINAL TERMS OF REFERENCE = 255
• APPENDIX B EXCERPTS FROM "GUIDELINES FOR PREPARING ICED CASE STUDIES ON NONFORMAL EDUCATION IN RURAL AREAS" = 259
• APPENDIX C COSTS OF SELECTED PROGRAMS = 265
• 1 Operating Costs for Selected Nonformal Education Programs = 265
• 2 Costs of Facilities and Other Capital Assets for Selected Nonformal Education Programs = 268
• 3 CADU's Initial Three-Year Budget (September 1967 - July 1970) = 270
• 4 Breakdown of PACCA's Initial Three-Year Budget (1969 - 71) = 271
• 5 Direct Costs of Puebla Project 1967 - 70 = 271
• 6 Basic Data on Puebla Project 1968 - 71 = 272
• 7 Benefit-Cost Ratios of Puebla Project Under Different Alternatives = 272
• LIST OF REFERENCES = 273
• ICED WORLD BANK CASE STUDIES = 280
• ICED BACKGROUND PAPERS = 281
• Board of Trustees of ICED = 282
• Index = 285