Determination of the Status of Adult Education in Swaziland.

Autor/in	Dube, Musa M. A.
Institution	Georgia Univ., Athens. Dept. of Adult Education.
Titel	Determination of the Status of Adult Education in Swaziland.
Quelle	(2002), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Education; Adult Students; Change Strategies; Definitions; Delivery Systems; Developing Nations; Educational Change; Educational Finance; Educational Needs; Educational Objectives; Educational Quality; Educational Research; Financial Support; Foreign Countries; Government School Relationship; Literature Reviews; National Surveys; Needs Assessment; Program Effectiveness; Program Improvement; Research Needs; Rural Areas; Rural Education; Social Support Groups; Student Needs; Teacher Attitudes; Teacher Improvement; Teacher Surveys; Theory Practice Relationship; Swaziland + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lösungsstrategie; Begriffsbestimmung; Auslieferung; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Bildungsfonds; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Finanzielle Förderung; Ausland; Bedarfsermittlung; Forschungsbedarf; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Social support; Soziale Unterstützung; Lehrerverhalten; Theorie-Praxis-Beziehung
Abstract	The status of adult education in Swaziland was examined. Data were collected through a survey of 100 practitioners at 20 institutions that elicited 66 usable responses (response rate, 66%), consultative meetings with leading scholars in adult education inside and outside Swaziland, and a review of pertinent documents and literature. Key findings were as follows: (1) all 20 educational institutions except CARITAS provided adult education; (2) adult education's clientele included male and female youths and adults; (3) programs were meeting learners' needs regarding problem-solving, farming, coping, writing, resource management, and reading skills; (4) adult educators faced numerous constraints, including insufficient resources, misconceptions about adult education, a lack of competent leaders in the field, a gap between practice and research, and inadequate government support. The following were among 30 specific recommendations for improving adult education in Swaziland: (1) define adult education within the Swaziland context to give practitioners a uniform understanding of the term; (2) promote networking among practitioners and organizations providing adult education; (3) hold regular seminars and workshops for practitioners; (4) provide professional development opportunities for practitioners; (5) provide universal access to adult education; (6) increase funding for adult education; and (7) increase efforts to improve adult education's image. (Contains 23 references.) (MN)
Anmerkungen	For full text: http://www.coe.uga.edu/hsp/monographs2/dube.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC