Who Participates in University Adult Education

1973

1972

In support of a national literacy campaign in Tanzania, a report based on information supplied by District Education Officers at the Kivukoni Seminar in January, 1972, is given. Three major sections are: Follow-Up Reading Materials And The Training Of Voluntary Teachers; The Cost Of University Adult Education; The Evaluation Of Wakati Wa Furaha (A campaign focusing on Tenth Anniversary of Independence). Results show that the campaign is reaching the intended audience (rural population) and that the programs have drawn people from a wide range of ages. To date results 4 of testing have come from five sample groups. Mean scores from all groups on pre-test was 67%. After campaign the mean rose to 80%, a gain of 13%. There is some evidence that people learn from this type of campaign. (Author/NF

Adult and non-formal education is an integral component of poverty reduction, it has the potential of enabling creative and democratic citizenship, giving voice to women and men living in poverty as well as providing tools for improving their lives. The paper examined the concepts of adults using chronological, biological, cultural and historical parameters and as well as adult and non-formal education by different scholars. The paper also explored adult and non-formal education in the global context like the Dakar framework of action, the focus on gender equality, women and problems of HIV/AIDS pandemic and United Nations Literacy Decade amongst others. The paper went ahead and examined some international agencies in adult and non-formal education like UNICEF, UNDP, UNESCO, IZZDVV, amongst others and it is a position paper that finally suggests that developing countries should increase budgetary allocations to adult and non-formal education, there should be effective monitoring and evaluation by agencies in order to ascertain whether the objectives are achieved or not and global advocacy on support in adult and non-formal education should be ensured towards the attainment of Education For All (EFA).

Msingi Journal

The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recognition of the role of adult education in development. Sadly, although adult education and lifelong learning are key for achieving social change and reducing poverty levels, the sector receives minimal attention in development matters in many African countries. According to UNESCO the adult education sub-sector of state education systems remains relatively underfunded and marginal despite the...

Cetta: Jurnal Ilmu Pendidikan

This research looks at education in adult development and how it affects education. This study is motivated by the rapid advancement of science, technology, and communication at this time, which necessitates the development and improvement of human quality as a solution to face the current of modernization; thus, an educational process is required that can play an active role in following changes and developments that exist both now and in the future. Recognize that adulthood is a time when you have reached a mature and complete view of life, which can be achieved through consistent decision-making. However, it frequently appears when people fail to recognize the significance of adulthood and middle age. The goal of this study was to examine and analyze education during the adult development period, as well as its surprise in education. This study employs an approach approach in data processing through literature analysis, particularly literature descriptions. Helping people face li...

International Journal of Lifelong Education, 2005

1971

Data on the participants from university adult education institutions in Ghana, Uganda and Tanzania are examined in order to understand how existing university adult education programs strengthen differences between the educated and the uneducated. Not only does the gap between the two groups grow larger, but the rate at which this gap widens is increasing. For each of the programs studied, three types of information have been examined: environmental, educational, and occupational. The choice of Ghana, Uganda, and Tanzania reflects availability of data rather than an effort to select for geographical or political reasons. One assumption that is made is that decreasing the gap between the educated and the uneducated is desirable both in terms of social equality and permanent development. (CK)

Adult and non-formal education is an integral component of poverty reduction, it has the potential of enabling creative and democratic citizenship, giving voice to women and men living in poverty as well as providing tools for improving their lives. The paper examined the concepts of adults using chronological, biological, cultural and historical parameters and as well as adult and non-formal education by different scholars. The paper also explored adult and non-formal education in the global context like the Dakar framework of action, the focus on gender equality, women and problems of HIV/AIDS pandemic and United Nations Literacy Decade amongst others. The paper went ahead and examined some international agencies in adult and non-formal education like UNICEF, UNDP, UNESCO, IZZDVV, amongst others and it is a position paper that finally suggests that developing countries should increase budgetary allocations to adult and non-formal education, there should be effective monitoring and evaluation by agencies in order to ascertain whether the objectives are achieved or not and global advocacy on support in adult and non-formal education should be ensured towards the attainment of Education For All (EFA).

1970

Based on past experience in adult education (largely literacy education) in Tanzania, a new approach is suggested. Adult education activities should be organized around skills which are reinforcing in their own right, such as masonry, mechanics, carpentry, or vegetable growing, and with immediate use in the post-training environment. Literacy teaching should be a follow-up and not a first step. Initially all teaching of illiterates should be by auditory means; having got the people involved in the learning process, literacy can be introd'iced gradually, by pointing out its facilit. -ive effect; and to maintain the reading ability, a good supply .. carefully selected material should be made available. More emphasis should be made to reach as many people as possible, especially in the rural areas so that Tanzania Socialism can be made a reality. (Author/EB)

1975

Concepts of development and non-forial education that are needed for the Third World,must be broader than a development based on economic growth; they must include not only, distribution, but redistribution of existing wealth. Consequently, most new developmental strategies are concerned with placing priority on those groups which are the poorest. Non-formal and adult education is more likely-to have a direct impact on the urban and rural poor than formal education. An instrument of political and economic change, non-formal education plays an important role in stimulating participation in decision-making. Ano,#er area of concern for adult education is the educating of educators and policymakers which allows both the masses and the leaderd to change along the sale lines. Further surveys of adUlt education provision are needed in order to extend coverage to the large portion of the population wihch is presently not being reached. There is an immediate need for establishment or expansion of research, training, and resource centers in adult education. An integrated approach to planning, which relates adult education to other inputs, and the need for increased involvement of the population in development planning continue to be challenges for planners and educators. (EA)