The Homelessness of Adult Education: Some Lessons from the Folk Development Colleges of Tanzania

Autor/in	Rogers, Alan
Titel	The Homelessness of Adult Education: Some Lessons from the Folk Development Colleges of Tanzania
Quelle	In: Studies in the Education of Adults, 51 (2019) 1, S.15-35 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2018.1548721
Schlagwörter	Adult Education; Foreign Countries; International Cooperation; Vocational Education; Social Change; Nongovernmental Organizations; Community Development; Educational Finance; Local Government; Qualifications; College Role; Community Colleges; Educational Policy; Sustainable Development; Lifelong Learning; Governance; School Community Relationship; Folk Schools; Tanzania; Sweden + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Ausbildung; Berufsbildung; Sozialer Wandel; Community; Development; Entwicklung; Bildungsfonds; Gemeindeverwaltung; Qualifikation; Qualifikationsstufe; Community college; Community College; Politics of education; Bildungspolitik; Nachhaltige Entwicklung; Life-long learning; Lebenslanges Lernen; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Tansania; Schweden
Abstract	This paper re-examines the position of the Tanzanian Folk Development Colleges, a national network of adult education institutions, at a time when their long-term financial assistance by the Swedish International Development Agency has come to an end and they are being transferred from the Tanzanian Government Ministry of Community Development to the Vocational Training Department in the Ministry of Education. Two key questions are whether, under the vocational training wing of the Ministry of Education, they can continue to implement a liberal adult education programme, flexible ways of working, and a commitment to social transformation, using their sectorwide networks and links with international NGO adult education movements such as the Folk High Schools of Sweden, which have made them centres for a number of nation-wide innovations; and secondly, where they can best be located within governmental administrative and budgetary regimes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01