Literaturnachweis - Detailanzeige
| Autor/in | Bhola, H. S. |
|---|---|
| Titel | Adult Literacy for Development in Zimbabwe: The Third Phase of the Revolution Examined. |
| Quelle | (1987), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Basic Education; Adult Literacy; Developing Nations; Literacy Education; Models; Politics of Education; Program Development; Program Effectiveness; Program Implementation; Program Improvement; Teaching Methods; Zimbabwe |
| Abstract | The National Literacy Campaign of Zimbabwe was launched in July, 1983. The objectives of the campaign were to enable adults (1) to understand information about themselves, their localities, and their country; and (2) to become effective leaders and productive members of their cooperatives, village committees, management committees, and other organizations to which they might belong. The campaign was aimed at all illiterate people outside formal schools. The campaign was planned by the Ministry of Education and Culture, which made contributions through production of materials, training, and evaluation, and by the Ministry of Community Development and Women's Affairs through its community development workers. A curriculum was developed, and posters and an instructional kit for tutors were created. Classes typically meet three times a week for two hours, and adult learners usually stay 6 to 18 months in their learning groups. Evaluations of the Zimbabwean National Literacy Campaign showed that some progress had been made, but that more women than men were involved, and some ideological corrections should be made. A model is proposed to describe the relationship between a nation's political culture and the literacy promotion strategy that a nation would normally choose. Although the literacy campaign in Zimbabwe had lofty goals, the economic development of the nation may not be ready for universal literacy. However, there is no reason why economic development and literacy development cannot grow together. (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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