Learning Strategies for Post-Literacy. The Tanzanian Approach. A Reader.

Sonst. Personen	Muller, Josef (Hrsg.)
Institution	German Foundation for International Development, Bonn (West Germany).; Tanzania Ministry of Education, Dar es Salaam. Dept. of Adult Education.
Titel	Learning Strategies for Post-Literacy. The Tanzanian Approach. A Reader.
Quelle	(1986), (292 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Reading Programs; Articulation (Education); Continuing Education; Coordination; Curriculum Development; Distance Education; Educational Cooperation; Educational Media; Educational Practices; Folk Schools; Foreign Countries; Instructional Materials; Labor Education; Lifelong Learning; Literacy Education; Mass Media; Postsecondary Education; Program Development; Program Implementation; Reading Skills; Rural Education; Skill Development; Tanzania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Weiterbildung; Koordination; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Distance study; Distance learning; Fernunterricht; cooperation; Kooperation; Bildungsmittel; Unterrichtsmedien; Bildungspraxis; Ausland; Lehrmaterial; Lehrmittel; Labour education; Arbeitserziehung; Life-long learning; Lebenslanges Lernen; Massenmedien; Post-secondary education; Tertiäre Bildung; Programmplanung; Reading skill; Lesefertigkeit; Ländliche Erwachsenenbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Tansania
Abstract	This collection deals with post-literacy strategies in general and with strategies and techniques that have been implemented in Tanzania. The first part contains the following reports addressing general aspects of post-literacy strategies: "Issues in Post-Literacy" by Anil Bordia; "Some Curricular Aspects of Post-Literacy and Continuing Education of Neo-Literates" by H. S. Bhola; "Designing a System of Evaluation and Monitoring for Literacy and Post-Literacy Programmes" by R. H. Dave; and "The Concept of Integration in Literacy and Post-Literacy Programs" by H. S. Bhola. The second part of the collection focuses on the Tanzanian approach to post-literacy instruction and contains a paper on strategies and techniques adopted ("Learning Strategies for Post-Literacy and Continuing Education in Tanzania" by Zakayo J. Mpogolo) and the following 11 papers addressing specific aspects of the implementation of the Tanzanian post-literacy program: "The National Literacy Centre in Mwanza" by F. Elinewinga; "Integration, Cooperation and Coordination of Institutions Involved in the Implementation of Post-Literacy" by Rest P. Lasway; "The Revised Post-Literacy Curriculum" and "The New Post-Literacy Curriculum Materials" by Jumanne M. Mayoka; "Rural Press Project in Tanzania" by A. H. Sakara; "Film Education" by John Nindi; "The Use of Radio"; "Rural Libraries" by John Nindi; "Folk Development Colleges in Tanzania" by G. D. Msungu; "Worker's Education" by R. Y. Mtwango; and "Distance Education in Tanzania" by E. N. Ntirukigwa. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC