Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania

dc.contributor.author	Mushi, Philemon A. K.
dc.date.accessioned	2016-02-02T08:00:31Z
dc.date.available	2016-02-02T08:00:31Z
dc.date.issued	1994-03
dc.description	The full text can be accessed to the following link http://link.springer.com/article/10.1007%2FBF01103692	en_US
dc.description.abstract	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).	en_US
dc.identifier.citation	Philemon A. K. Mushi (1994), International Review of Education, Volume 40, Number 2, Page 173	en_US
dc.identifier.issn	Print: 0020-8566
dc.identifier.issn	Online : 1573-0638
dc.identifier.other	10.1007/BF01103692
dc.identifier.uri	http://hdl.handle.net/123456789/254
dc.language.iso	en	en_US
dc.publisher	Kluwer Academic Publishers	en_US
dc.subject	Innovations	en_US
dc.subject	Adult Education	en_US
dc.subject	Curriculum	en_US
dc.subject	Post-literacy	en_US
dc.title	Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania	en_US
dc.type	Journal Article, Peer Reviewed	en_US

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Name:: INNOVATIONS IN ADULT EDUCATION THE CHANGING PERSPECTIVE OF THE POST LITERACY CURRICULUM IN TANZANIA.pdf
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