17-23

Άρθρα = Articles

• Friis-Hansen, Esbern
• Duveskog, Deborah
• Taylor, Edward

While pro-poor development advocates for collective action among small holder farmers, negative experience among farmers in Tanzania with cooperative engagement provides limitations for collective activities. The agricultural based RIPAT programme in Meru region engages farmers to meet regularly in a group setting to experientially study the ‘how and why' of farming. The purpose of this study was to, though a mixed method design, explore the transformative nature of these RIPAT farmer learning groups and the role of instrumental learning in fostering transformative learning (TL) within non-formal settings.

• Educational sciences
• Other agricultural sciences

• Learning
• Continuing education
• Εκπαίδευση ενηλίκων

Περιέχει πίνακες και βιβλιογραφία, Στο κείμενο των Hansen, Duveskog και Taylor που ακολουθεί, υπάρχουν ορισμένα πολύ ενδιαφέροντα στοιχεία: α) Παρουσιάζεται ένα ολοκληρωμένο πρόγραμμα αγροτικής εκπαίδευσης σε αναπτυσσόμενη χώρα. β) Αποδεικνύεται πως είναι δυνατόν να προκύψει μετασχηματίζουσα μάθηση σε κρίσιμα κοινωνικο-πολιτιστικά ζητήματα, ως παράπλευρο αποτέλεσμα ενός εκπαιδευτικού προγράμματος με βασικό στόχο την επαγγελματική κατάρτιση, γ) Παρουσιάζεται μια απλή και εύκολα εφαρμόσιμη μέθοδος αποτίμησης των μετασχηματισμών που έγιναν στις στερεοτυπικές αντιλήψεις των συμμετεχόντων.

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