Browsing by Author "Mushi, Philemon A. K."
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Item Deficiencies of Indigenous African Pedagogy(German Adult education Association, 1989) Mushi, Philemon A. K.Item The Fortunes and Demise of Literacy Drive in Tanzania(1995) Mushi, Philemon A. K.Item Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania(Kluwer Academic Publishers, 1994-03) Mushi, Philemon A. K.Efforts to create conditions and facilities for the provision of life-long education in Tanzania, necessitated inter alia, the development of a post-literacy (PL) curriculum in the late 1970s. Since its inception, the form and content of the curriculum have undergone significant changes. The purpose of this article is twofold: first, to analyze the content within which the PL curriculum was perceived and developed and, second, to examine the factors that influenced the changes. It complements a earlier article on the general development of adult education in Tanzania (Mushi, 1991).Item Misconceptions about Adult Education Innovations in the United Republic of Tanzania(Springer, 1988) Mushi, Philemon A. K.T h e need to provide education to adults in the United Republic of Tanzania, has been the major concern of the Party and government ever since the Adult Education Year of 1970. In spite of various adult education innovations that have been introduced in the country to date, the majority of the recipients are functionally illiterate. These innovations which are, inter alia, functional literacy, post literacy, workers' education, and para-literacy have not enabled the adult learners to improve their living conditions. In the countryside, poor housing and health conditions, conservative cultural beliefs, deforestation as well as soil erosion are the order of the day. While it is true that the national literacy rate is 85 per cent, the figure refers to the acquisition of the three Rs (reading, writing and simple arithmetic) and not to the functional aspects. This explains wh y adult educational innovations have failed to transform people's living conditions, for they have tended to be conceptualized at the level of literacy per se by the implementors. Th e way the innovations are introduced and understood, determine to a larger extent the way such innovations are implemented.Item Origins and Development of Adult Education Innovations in Tanzania(Kluwer Academic Publishers, 1991) Mushi, Philemon A. K.A number of adult education innovations were introduced in Tanzania in the late 1960s and early 1970s. This article analyzes the context of three innovations, namely functional literacy, workers' education and the programme of the Folk Development Colleges. The analysis reveals that these innovations had firm roots within the socio-economic conditions prevailing in the country in the 1960s and 1970s, Nyerere's influence as President and Party leader, Tanzania's ideology of development, the policy of popular participation, the roots of educational policy in a humanistic philosophy of education, and indigenous education. Some of the factors which affected their implementation included lack of trained educators, inadequate financial resources, ineffective evaluation mechanisms, and a mis-match between participants' needs and actual programmes. It is suggested that there is a need to introduce economic innovations alongside educational innovations, to involve participants in determining their training needs, and to train and retain adult educators with a view to improving adult education initiatives in the country.Item Religion and Provision of Education and Employment in Tanzania: In Justice, Rights and Worship: Religionand Politics in Tanzania(E & D, 2006) Mushi, Philemon A. K.