The 1971 Literacy Campaign.

Sonst. Personen	Hall, Budd L. (Hrsg.)
Institution	Dar es Salaam Univ. (Tanzania). Inst. of Adult Education.
Titel	The 1971 Literacy Campaign.
Quelle	(1971), (128 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Case Studies; Developing Nations; Educational Needs; Instructional Materials; Literacy Education; Program Evaluation; Student Motivation; Supervision; Teacher Education; Volunteers; Tanzania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Case study; Fallstudie; Case Study; Developing country; Developing countries; Entwicklungsland; Educational need; Bildungsbedarf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Programme evaluation; Programmevaluation; Schulische Motivation; Lehrerausbildung; Lehrerbildung; Freiwilliger; Tansania
Abstract	Results of a study of the campaigns to eliminate illiteracy in five districts of Tanzania are reported. Using case study methods, researchers from the Institute of Adult Education followed a common outline in collecting data from the Mafia, Ukerewe, Masasi, Kilimanjaro, and Pare Districts regarding their literacy campaigns. The outline was 1. Basic Organization of the Literacy Drive, 2. The Field Organization, 3. Teachers, 4. Materials, 5. Evaluation, and flight mission provides the operational context); the assignment of the completion of the program, 96% of adults in Mafia were literate; (2) About 90% of the illiterates in Ukerewe were enrolled in classes; (3) It is estimated that 75% to 80% of Masasi would be literate by the end of the program; (4) Results of tests conducted in Kilimanjaro were not available; and (5) Evaluation of testing in the Pare District remains to be done. From a review of the various campaigns, some considerations that should be applied early in the planning of literacy campaigns are recommended: (1) a sufficient supply of primers and other materials be available; (2) an adequate number of capable supervisors must be available; (3) good and full time transportation must be provided; (4) class committees can ensure better student attendance; and (5) classes should continue for a second year. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC