Basically a means by which a group of people can come together and share their experiences of a common set of events, this processing technique provides a mechanism that can be used for various purposes, including information sharing, informal assessment of ongoing projects, overcoming language problems, and staff development. Among those programs and settings in which the processing technique has been used successfully are a community action for rodent control in Troy, New York; an inservice training program for field workers in a nonformal educational program in Indonesia; a project to coordinate nonformal educational activities among seven provinces in Indonesia; and a series of weekly meetings of faculty and graduate students at the Center for International Education in Amherst, Massachusetts. Experience indicates that the sessions should be held on a regular basis. Furthermore, they should focus on a few simple questions. While the rules for processing sessions should be set by needs of the group, a few simple rules pertaining to the role of the group leader, limits on answer times, and the scope of discussions must be observed. (MN)

Participatory Development Communication: A West African agenda

The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance.

Volume numbers determined from Scope of the guidelines, p. 12-13.

Contains nearly 200 readings published between 1927 and 2005, in English or translated from other languages, on the historical roots and pioneering thinking regarding communication for social change. Covers a variety of topics, including the radio, tv and other mass communication, information and communication technology, the digital gap, the formation of an information society, national information policies, participatory decision making, communication of development, pedagogy and entertainment education, HIV/AIDS communication for prevention, etc.

"This book explores the history of public schooling in order to understand the future of public education. It also examines how to evolve student voice through personalized learning while assimilating lived experience with curriculum"--