@article{oai:bunkyo.repo.nii.ac.jp:00004004,
 author = {北村, 優子},
 issue = {2},
 journal = {文教大学国際学部紀要, Journal of the Faculty of International Studies},
 month = {Jan},
 note = {Education in Development is currently one of the major concerns within international affairs. Development has itself been a significant concept particularly since the end of the Second World War, with much practice aimed at improving people’s lives. Enhancing economic growth was the initial focus of development, but by the 1990s, it was acknowledged that economic development does not and cannot trickle down by itself. Thus, in the 1990s, the concept of human development was considered as a crucial idea in order to increase people’s capacity and choices. The signifiance of education including non-formal education was reaffirmed in development in terms of enhancing  people’s capabilities.  　　                                                                                                                                   In this article, the transition of theories on development from economic development to human development will be fi rstly described. Also how the historical transition affected non-formal education as well as community learning centres (CLC) in development arena will be presented. Subsequently, one of the CLCs in Bangladesh called Ganokendra will be addressed ? from my fi rst hand fieldwork experience ? in order to understand its contribution to human development.},
 pages = {17--29},
 title = {Ganokendra（ゴノケンドロ）の活動とその意義},
 volume = {25},
 year = {2015}
}