| Chapter 2: | Review of Relevant Literature |
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As part of his research, La Belle also examined the political and economic climate of the region he was studying in order to help his readers to understand the connection between non-formal education and ideology and the different models of development.
La Belle continued by dealing with the theoretical and conceptual issues that undergird non-formal education and social change. Next, he dealt with ideology, development and human capital programs and with issues such as popular education and revolutionary guerrilla warfare. He concluded his study with a summary of the difference between programmatic rhetoric and reality (pp. x–xi). From his research findings, La Belle noted that:
If non-formal education programs have long-term, cumulative benefits they are likely to rest with the inherent contradiction noted in both formal and non-formal education. That is, while programs either perpetuate or are at the mercy of forces that maintain the status quo, they also might simultaneously promote the questioning of the existing social order. Whether that in turn will lead to some action is questionable, given outsider control operating is essentially an extension of structural constraints. Yet those who seek reform through these activities must find a way to retain optimism … Such is the never-ending credence that those who seek change place in education. (p. 265)
In assessing non-formal education in Ghana,editors Kinsey and Bing presented both a description and an analysis of non-formal educational activities that were undertaken in Ghana during 1976 and 1977 (Kinsey & Bing, 1978, p. 3). According to the editors, the purpose of the project was to “share the ideas, problems and learning that emerged from this experience with those who are concerned with the improvement of rural non-formal education programs as well as the development of more effective collaborative relationships between American universities and such field programs” (p. 3).
Researchers were attempting to provide expert assistance in the theory of non-formal education theory and practice in areas of materials development, delivery systems, training and research. They emphasized the creation of a development process for non-formal education “which could be applied in different localities, rather than attempt to transfer specific techniques and materials” (p. 2–3).