Origins and Development of Adult Education Innovations in Tanzania

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dc.contributor.authorMushi, Philemon A. K.
dc.date.accessioned2016-09-06T07:16:07Z
dc.date.available2016-09-06T07:16:07Z
dc.date.issued1991
dc.descriptionFull text can be accessed at http://link.springer.com/article/10.1007/BF00619206en_US
dc.description.abstractA 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.en_US
dc.identifier.citationMushi, P.A., 1991. Origins and development of adult education innovations in Tanzania. International review of education, 37(3), pp.351-363.en_US
dc.identifier.doi10.1007/BF00619206
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3635
dc.language.isoenen_US
dc.publisherKluwer Academic Publishersen_US
dc.titleOrigins and Development of Adult Education Innovations in Tanzaniaen_US
dc.typeJournal Articleen_US
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