United Nations
Information Centre | Nepal
Celebrating Diversities Through Policy,Practice and Research : A Case Of Literacy and No-Formal Education in Nepal
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Seventh traditions exist in Nepal to identify the contents for literacy and non formal education programs. In the first tradition, traditional contents are revisited and updated by the experts. In the second tradition,researchers go to the field, do need assessment, gather information, process them, and prepare contents. In the third tradition, a standard format is adapted (as NFEC did with UNESCO’s ATLP format). In the fourth tradition, experts set the contents as they are “ought to be taught”. In the fifth tradition, facilitators generate content in the field,document them, and finally produce literacy, and non formal education contents. In the sixth tradition, literacy and non formal education program organizers in collaboration with experts condense formal
education contents. In the seventh tradition, learners are encouraged to develop contents and materials for them to study. These materials are called Learners Generated Materials (LGM). The practices in identifying and using the contents for literacy and non formal education help generate number of questions to be investigated. These questions are: How these content identifying agencies and individuals can be developed as literacy and NFE enterprise? How can they be woven in a continuum to ensure the gradation of the contents? How can we develop localized content and at the same time ensure access of the literacy and non formal education learners to the national as well as international knowledge?How can we take the content developers
“out of the box”? These questions demand the development of spiral frame of contents that starts from localized contents and go to global contents. In order to develop this frame, in-depth understanding of peoples’ knowledge system is a most. This necessity requires constructive and cognitive approach to inquiry on different themes. For example, use of herbs for medicinal purpose is one of the themes. Following this theme researcher can find out the knowledge of different people and culture. Cross cultural, international, and inter group differences and commonalities on the use of the herb can be identified through research. Thus the knowledge construction system on herbs can be linked with scientific knowledge generation system of the medical personnel.
Publisher:
UNESCO ,   (2004 )
Type / Script:
Publication in English
Keywords:
EDUCTIONAL STATUS, EDUCATIONAL IMPROVEMENT, GENDER ASSESSMENT, TECHINICAL EDUCATION, RURAL ENERGY DEVELOPMENT, SOCIAL CHANGE, SKILL DEVELOPMENT
Thematic Group:
 UNESCO : Educational, Scientific and Cultural
Thesaurus:
11.04.00  -  Non-Formal Education
Reference Link:
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