Peasants and Educators: A Study of the Literacy Environment in Rural Tanzania.

Autor/inn/en	Kadege, Nyasugara P.; und weitere
Institution	Centre for the Study of Education in Developing Countries, The Hague (Netherlands).
Titel	Peasants and Educators: A Study of the Literacy Environment in Rural Tanzania.
Quelle	(1992), (116 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Basic Education; Adult Literacy; Adult Programs; Developing Nations; Educational Discrimination; Educational Environment; Educational Research; Foreign Countries; Literacy Education; Outcomes of Education; Rural Areas; Sex Discrimination; Sex Fairness; Womens Education; Tanzania + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Ausland; Lernleistung; Schulerfolg; Rural area; Ländlicher Raum; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung; 'Women''s education'; Frauenbildung; Tansania
Abstract	A study mapped out the current provision of and needs for post-literacy facilities in Tanzania, in particular in the rural regions. Study activities included the following: literature review on post-literacy provision and participation; review of the Ministry of Education and Culture's (MEC's) official statistics on post-literacy provision and participation; interviews with MEC staff and others engaged in literacy or post-literacy activities; and a survey of post-literacy provision, needs, and experiences in a sample of rural communities. An analysis of documentation on gender issues showed women's needs had not been considered adequately by the government or development planners and genuine efforts had not been made to assist them. Four case studies in rural areas were made in the regions of Arusha, Dodoma, Mtwara, and Mwanza. They were based on interviews with providers of post-literacy and other services, observations, and an interview survey in villages among heads of households. The case studies confirmed that the post-literacy provisions were less than planned or hoped for. Study findings showed that use of post-literacy provisions was low, their presence in the villages was minimal and hardly known by the villagers, and their interest to make use of them was limited. The post-literacy programs were not specifically community oriented, and participation of women in post-literacy activities was less than that of men. (Appendixes include 44 references, study proposal, and head-of-household questionnaire.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC