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| Autor/in | Mushi, Philemon A. K. |
|---|---|
| Titel | Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania. |
| Quelle | In: International review of education, (1994) 2, S.173-177Infoseite zur Zeitschrift
PDF als Volltext |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-8566 |
| DOI | 10.1007/BF01103692 |
| Schlagwörter | Target Population; Living Condition; Adult Education; Cooperative Activity; Curriculum Design |
| Abstract | Conclusion The post-literacy Curriculum was developed, on the one hand, to empower the people through the development of appropriate knowledge, skills, and attitudes to improve their living conditions. On the other hand, it was developed to create conditions and facilities for lifelong education. One of the main factors which influenced the reforms was the unsuitability of the post-literacy content: one could argue that it was developed in a ‘top-down’ manner. Clearly, curriculum design is not merely a ‘technical’ issue, but rather a cooperative activity among the agents involved. Any innovation in the post-literacy curriculum, therefore, should take into account the views of the target population. This would not only make the curriculum feasible but would also reduce ‘uncertainty’ about its mission. |
| Erfasst von | OLC |
| Update | 2023/2/05 |
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