This study analyzes the concept of nonformal education and provides a framework for analyzing nonformal education systems. Nonformal education is seen by policy makers and funding agencies as one of the alternatives to formal schooling that may assist developing countries in the modernization process. Nonformal education is defined as any systematic learning that is provided outside the formal system to meet the learning needs of adults as well as children. In order to achieve the objectives of the study, two separate literature reviews are provided. Firstly, a review of the literature on the concept of nonformal education is provided. The review analyzes how the concept of nonformal education has developed. It discusses some issues regarding definitional problems; major characteristics of nonformal education and the major differences between nonformal education and formal education. Various theories that relate to nonformal education and development are discussed. Following the conceptual analysis, a review of selected research that has been conducted on nonformal education in the last twelve years is provided. Only major cross-cultural studies are reviewed as they provide a basis for comparison. Conclusions of the studies are discussed. A framework is provided for analyzing and comparing nonformal education systems. The framework identifies three levels of analysis: national, regional, and local. The major elements of the framework are discussed and questions are provided indicating at which level they can be asked. Major conclusions of the study are discussed in terms of planning nonformal education systems. Some recommendations for further research are provided. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Thesis (M Distance Ed) -- University of South Australia, 1993

Thesis (Ed. (i.e. Ph.) D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 369-375). Also available via the Internet.

Science centres are a new and an innovative way of teaching science informally. Science centres in foreign countries are commonly known as Science museums. Presently we have six science centres in operation in South Africa. Science centres are built along similar guidelines of their foreign partners. The concept of science centres have been in South Africa for the last five years. Visitation to the Science centre with the use of stimuli will enable visitors to build on their existing knowledge and construct new knowledge. Visitation is free and open to all in the public. The science centre is to capture the attention of their visitors with their exhibits. The exhibits are “hands on” and employ different designs and colours to capture the attention of the learners. Learning in the science centre adopts a very informal method of teaching as compared to the formal education system. Learners and visitors are to interact with another and share their experiences. Learning occurs by personal, social interaction and the physical settings. The personal context looks at learning that occurs through motivation and expectations, prior knowledge, interest, beliefs and their choice of exhibits. The personal also engages the learner to stimulate their understanding and most important the learner is to take responsibility for their own learning. Social interaction occurs when visitors engage in interaction with another and learn from one another. The physical refers to the environment and the exhibit design to stimulate the mind of the visitor. Science centres are to exhibit ideas and concepts rather than objects. Exhibits are for the visitors to explore and handle them and to enjoy the experience of the centre. To ensure the visit is productive and beneficial to the learners, the educator needs to have pre-visit lessons. This would allow for the learners to familiarise themselves to the settings and to know what is expected of them on their visit. Post-visit activities will reiterate the purpose of the visit. The Wilcoxon T-test was administered to confirm that visits to the science centres are beneficial to the learners. This was validated by a Pre, Post Test activities and interviews. Analysis of the data confirms that a previsit, post visit and the interview have shown positive feedback. Informal learning has a great future to play in the learning of science at schools. South Africa needs to reach out to the country and open the minds of the public to show them the benefits of the centre and how it would help the public and their choice of their careers. To improve the visit to the science centre the following recommendations and guidelines are recommended for the educator and the learner: a) Pre-visit activities b) Activities during the visit c) Post-visit activities These recommendations are needed to be worked hand in hand with the science centre to develop better learning skills for their learners and to ensure their visit is fruitful, meaningful and enjoyable. / Prof. J. Strauss

Submitted in fulfilment ofthe requirement for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1997. / The aim of this investigation was to determine the role of reception classes in bridging informal and formal education. An introductory description of the life-world of the preschool child was given. It is essential for the child to orientate himself in relation to his world; and for this purpose he must understand the significance of other people, objects/ ideas and himself The bases of relationships which the preschool child forms, namely the physical, psychological, social and cultural bases, were described. This was followed by an examination of the relationships he forms with himself, his parents, peers, objects/ideas, and religion The self-actualization of the preschool child as a person was discussed; that is helping the child to become the best that he is able to become. Conditions for the emergence of school readiness, criteria for school readiness and factors hindering school readiness were examined. An overview was provided of preschool education in the Republic of South Africa with specific reference to its origin and development thereof in the different provinces before 1994. Attention was also given to the inter-provincial movement regarding preschool as well as the present status of reception classes in the country. A literature study was also made of the existing preschool models for the different race groups in KwaZulu-Natal (former Natal), as well as governmental and non-governmental involvement in preschool education. The reception class model was discussed with reference to the programmes offered, curriculum, accreditation, training of teachers and funding. The quality of preschool education presently rendered in KwaZulu-Natal was explored with regard to the training of teachers, pupil-teacher ratio and preschool facilities. In conclusion, a summary of the investigation and findings emanating from the literature study was presented Based on these findings, the following recommendations were made: Provision for reception classes should form part of the free and compulsory education plan of the government. Urgent attention should be given to parent guidance and involvement programmes in the education of preschool children.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1771. Includes bibliographical references (leaves 136-153).

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Chang-tu Hu. Dissertation Committee: George Bereday. Bibliography: leaves 441-460.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 76-88).

This study focused on the perceptions of certain educationally marginal students regarding their relationships in traditional school and subsequently in an alternative school program. It also investigated the history and operation of that alternative program which featured a theory of personal processes. The investigator sought answers to the following questions regarding the above educationally marginal students: (1) What is the social-educational background of each student? (2) How does each student perceive his/her social-educational relationships within the school program? and (3) What are the perceptions of a teacher participant observer regarding each student's social-educational relationships within the program? A review of related literature suggested that a concept of marginality would be appropriate in referring to students who had experienced difficulty in traditional schools and had dropped out. The literature, moreover, indicated that there were alternative school programs which offered new opportunities for students' re-entry into the educational process. Finally, the background literature on the theory of personal processes was reviewed. A conceptual framework to organize, conduct, and report the study was developed from the theory of personal processes. The investigator functioned as a participant observer in the alternative program under scrutiny. Twenty-seven alternative school students were observed and interviewed. Six case studies were documented. Additionally, the perceptions of the remaining 21 students were presented, together with the observations of the participant observer. Some of the more significant findings were: (1) students became educationally marginal through a process of self-definition and through being labeled by teachers and others; (2) marginal students tended to perceive themselves as not being treated equally by their teachers. They saw themselves as having poor relationships with their teachers; (3) marginal students tended to dissipate their marginality by developing a new social-educational reality for themselves through group association, participation, and involvement in the alternative school program; and (4) the theory of personal processes, which was designed to promote warm and personal relationships in the classroom, was found to be most productive with the marginal students who came to this alternative program.

This study examines how paralegal training in Lesotho was designed and managed. It analyses the content of the training and methods used. An assessment is made of how the participants used the training in the field. Since the inception of paralegal training in 1993 in Lesotho, no systematic and consolidated analysis lias been done to present a story on the existence o f the paralegal training programme. Paralegal training in this context is defined as the training of community-based people who are given skills to help disadvantaged individuals and groups to fight for thcirrights through the legal system. The legal profession adopted the use o f "barefoot lawyers" to address the imbalance in the accessibility o f legal services and facilities. Internationally the use of paralegals has taken root. In Lesotho the use of paralegals is fairly new, so there is the need to explore mis approach. There are two organisadons involved in paralegal training - the Community Legal Resource and Advice Centre (CLRAC) and the Lesotho Federation of Women Lawyers (FIDA). Both serve urban and rural populations. Lesotho being a case in point, this is a study aimed at obtaining in-depth information to highlight the paralegal training programme in Lesotho. It sought to ask critical questions about who were recruited as paralegal trainees, which topics were handled in the paralegal training programme, what training methods were used and what responsibilities paralegals fulfil after training. The outcome of this study has already contributed towards establishing a common content and methodology by presenting a systematic analysis of differences and common issues. The methods used to compile the Lesotho case study of paralegal training were reference to files and reports kept by CLRAC and FIDA,in house interviews and observations and interviews with paralegals and village leaders. Forty paralegals, who were trained by the two organisations, were involved in the study. They were identified from the districts o f Module's Hock, Mafeteng, Thaba-Tseka, (the three districts where CLRAC operates), Teyateyaneng and Quthing (two o f the three districts where FIDA operates). An interview schedule was developed which was used lo collect the information from the different respondents who were available during data collection phase of the study. The outcome of this study is that paralegal work is useful. There is the need to train more people as paralegals and to design the paralegal training programme in such a way that it responds to problems within a given context of rural and urban settings.