Evaluation of Adult Education in Tanzania: A Status Report.

Autor/in	Hall, Budd L.
Titel	Evaluation of Adult Education in Tanzania: A Status Report.
Quelle	(1971), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Bibliographies; Developing Nations; Listening Groups; Literacy Education; Program Evaluation; Radio; Rural Areas; Rural Development; Teacher Education; Tanzania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Developing country; Developing countries; Entwicklungsland; Programme evaluation; Programmevaluation; Rural area; Ländlicher Raum; Rural environment; Development; Ländliches Milieu; Entwicklung; Lehrerausbildung; Lehrerbildung; Tansania
Abstract	Since the start of the second Five Year Plan (1969-74) in Tanzania, the national focus has been on developing and extending adult education (largely literacy) in general, and rural programs in particular. Systematic program evaluation is needed so that scarce human and financial resources can be used effectively without needless duplication of past efforts and mistakes. The work oriented literacy project launched at Mwanza in 1967 is presently the only place in Tanzania where large scale evaluation of adult education activities is occurring. However, the Institute of Adult Education at the University of Dar es Salaam has begun evaluating the operation of the "Uchaguzi ni wako" radio citizen education study groups, together with provisions for adult educator training and the problems these educators encounter in the field. Irregular attendance and high dropout rates are a major weakness in literacy teacher training programs; failure of adult education in general to attract youth is another problem. There is evidence that adult education can be most easily organized within a framework of existing village systems and social relationships; and that literacy education is not necessarily a prerequisite for rural adult education. (Six references are included.) (LY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC