Adult Education And Development In Tanzania

Adult Learning: A Design for Action: A Comprehensive International Survey contains the proceedings of the International Conference on Adult Education and Development held in Dar es Salaam, Tanzania, in June 1976, under the auspices of the International Council for Adult Education. The papers explore ideas and actions for carrying out a design for development that recognizes the centrality of adult education and of the participation of the people in development decisions. This book consists of 29 chapters and begins with a discussion on the role of adult education in development as well as expanded concepts of development for action. Case studies of adult education in a number of countries are presented, including Guinea Bissau, Hungary, Indonesia, Mozambique, Vietnam, and member states of the Arab League. The following chapters focus on the role of short cycle and community colleges in development; workers' participation for development; distance teaching alternatives in education and for development; and the impact of agricultural extension on development. This monograph will be of interest to educators and policymakers.

In History and Development of Education in Tanzania, Prof. Philemon A.K. Mushi, examines the historical development of education in Tanzania, from the pre-colonial to post-independence periods, delineating the economic and social context which shaped and helped to define the origins of various education reforms in formal and non-formal education and their developments in Tanzania beyond 1990. The book has attempted to uncover the underlying context with which the various education reforms were conceived and originated. At the same time, analysis of the current provision of education has been made to determine the challenges facing education provision in the country.

Wissenschaftliche Studie aus dem Jahr 2012 im Fachbereich Pädagogik - Erwachsenenbildung, University of Dodoma (College of Education), Sprache: Deutsch, Abstract: ABSTRACT The major purpose of this research article was to determine limiting forces/factors to successful implementation of adult education and its intended outcomes. The study was inspired by the belief that through its findings useful data can be generated for guiding improvements of adult education in the community. The specific objectives of the study were to: assess adult educators’ perceptions on the intended outcome of the adult education programmes, determine the limiting factors to successful implementation of adult education campaigns for community development in Morogoro Region. The research involved a cross-sectional survey design and data were drawn from 80 adult educators by means of self developed questionnaire. Descriptive statistics was performed to determine frequencies, percentages and mean and rank of the items studied. Data from focused group discussion were manually analysed. The findings show that there are some forces or factors in Morogoro which hinders implementation of adult education and also, they don’t believe in the intended outcomes of adult education as being trans formative in terms of development. In addition generally few of the educators were found to be not sure of adult education’s relevance. These findings imply that more efforts should be made to re-educate adults. Key words: Limiting forces/factors, adult education, adult, outcomes, community, implementation

This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world. Containing 42 separate country/regional analyses of later life learning, the overall significance resides in insiders’ conceptualisations and critique of this emerging sub-field of lifelong learning and adult education. International perspectives on older adult education provides new appreciation of what is happening in countries from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored by adult educators and/or social gerontologists in respective geographical areas. These analyses are contextualised by a thorough introduction and critical appraisal where trends and fresh insights are revealed. The outcome of this book is a never-before available critique of what it means to be an older learner in specific nations, and the accompanying opportunities and barriers for learning and education. The sub-title of research, policy and practice conveys the territory that authors traverse in which rhetoric and reality are interrogated. Coverage in chapters includes conceptual analysis, historical patterns of provision, policy developments, theoretical perspectives, research studies, challenges faced by countries and “success stories” of later life learning. The resultant effect is a vivid portrayal of a vast array of learning that occurs in later life across the globe. Brian Findsen is Professor of Education and Postgraduate Leader for Te Whiringa School of Educational Leadership and Policy, Faculty of Education, University of Waikato, Hamilton, New Zealand. Marvin Formosa is Head of the Department of Gerontology, Faculty for Social Wellbeing, University of Malta, and Director of the International Institute on Ageing (United Nations - Malta).