The implementations of Primary Education Development Plan(PEDP) that articulates the vision of Universal Primary Education (UPE) in Tanzania primary education system is probably a most important pedagogical move, which requires a lot of resources to realize. The study aimed to investigate the implications of PEDP program on primary school administration and on teaching – learning process in public primary schools in Dodoma urban and Chamwino districts in Dodoma region. Both qualitative and quantitative approaches were employed in which interviews, structured questionnaires and documentary reviews were employed. It was found that although there were quantitative gains in terms of pupils’ enrolment, insufficient and quality resources were still adverse as a result head teachers suffers as far as school administration is concerned. This research article recommends that the government should empower head teachers in terms of leadership training as well as resources allocation as possible measure to facilitate teaching and learning.
Key words: Primary Education Development Program (PEDP), School administration, Teaching, Learning, Process.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Introduction
- Statement of the Problem
- Reviewed Literature
- Theoretical framework
- Adult education perspectives
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research article aims to determine adult educators' perceptions of adult education's relevance to community development in Morogoro Municipality, Tanzania. The study seeks to understand educators' attitudes towards the organization and implementation of adult education (AE) programs and their views on AE's contribution to community development. The findings will inform potential improvements to AE provisions to better facilitate community development.
- Adult educators' perceptions of AE program organization and implementation.
- Adult educators' attitudes toward the relevance of AE to community development.
- The relationship between adult education and community development in Tanzania.
- The effectiveness of current AE programs in fostering community development.
- The role of adult education in addressing underdevelopment and poverty.
Zusammenfassung der Kapitel (Chapter Summaries)
Abstract: This research article investigates adult educators' perceptions of adult education's relevance to community development. The study uses a cross-sectional survey design with 80 adult educators in Morogoro Municipality, employing questionnaires and focus group discussions. Preliminary findings suggest a predominantly negative attitude among educators regarding this relevance, highlighting a need for improved adult education strategies.
Introduction: This chapter establishes the connection between community development and education levels, acknowledging Tanzania's commitment to social development. It discusses the evolution of non-formal education as a response to the limitations of formal education in achieving social change, emphasizing the ongoing nature of community development and the Tanzanian government's efforts to improve access to quality education, including adult education, as a means to enhance the national economy and address poverty.
Statement of the Problem: This section highlights the persistent challenge of effectively linking adult education to community development. It discusses the historical tendency to view them as separate entities, contrasting this with recent initiatives in Tanzania that aim to integrate adult education programs for community improvement. The chapter emphasizes the importance of adult education in enabling community participation in development initiatives and underscores the need to understand adult educators' perceptions of this relationship to improve program effectiveness.
Reviewed Literature: Theoretical framework: This section presents the theoretical foundation of the study, drawing on "the second chance theory" and "lifelong learning theory" of adult education. The "second chance theory" emphasizes adult education's role in providing opportunities for social advancement, while lifelong learning theory highlights its importance in personal development and navigating modern society. The chapter discusses how these theories frame the study's understanding of adult education within a broader social context.
Reviewed Literature: Adult education perspectives: This section focuses on the contemporary emphasis on individual autonomy in adult education. It discusses how theories and policies in adult education emphasize individual responsibility and access to learning opportunities. This chapter explores the tension between individualistic approaches and broader societal goals in adult education, particularly concerning equitable access to resources and opportunities.
Schlüsselwörter (Keywords)
Adult education, community development, attitude, adult educator, Tanzania, Morogoro, second chance theory, lifelong learning, social development, poverty, program implementation.
Frequently Asked Questions: Adult Educators' Perceptions of Adult Education's Relevance to Community Development in Morogoro Municipality, Tanzania
What is the main topic of this research article?
This research article investigates adult educators' perceptions of adult education's relevance to community development in Morogoro Municipality, Tanzania. It aims to understand educators' attitudes towards adult education program organization, implementation, and their views on its contribution to community development.
What is the research methodology used in this study?
The study employs a cross-sectional survey design, involving 80 adult educators in Morogoro Municipality. Data collection methods include questionnaires and focus group discussions.
What are the key themes explored in the research?
Key themes include adult educators' perceptions of adult education program organization and implementation; their attitudes towards the relevance of adult education to community development; the relationship between adult education and community development in Tanzania; the effectiveness of current adult education programs in fostering community development; and the role of adult education in addressing underdevelopment and poverty.
What are the preliminary findings of the study?
Preliminary findings suggest a predominantly negative attitude among educators regarding the relevance of adult education to community development, highlighting a need for improved adult education strategies.
What theoretical frameworks underpin this research?
The study draws on "the second chance theory" and "lifelong learning theory" of adult education. The "second chance theory" emphasizes adult education's role in providing opportunities for social advancement, while lifelong learning theory highlights its importance in personal development and navigating modern society.
How does the study address the connection between adult education and community development?
The study acknowledges the historical tendency to view adult education and community development as separate entities. However, it contrasts this with recent initiatives in Tanzania aiming to integrate adult education programs for community improvement. The research emphasizes the importance of adult education in enabling community participation in development initiatives.
What are the implications of the study's findings?
The findings will inform potential improvements to adult education provisions to better facilitate community development. The predominantly negative attitude among educators highlights a critical need for improved strategies and a reevaluation of current approaches.
What are the key words associated with this research?
Key words include: Adult education, community development, attitude, adult educator, Tanzania, Morogoro, second chance theory, lifelong learning, social development, poverty, program implementation.
What is included in the Table of Contents?
The table of contents includes: Abstract, Introduction, Statement of the Problem, Reviewed Literature (including Theoretical framework and Adult education perspectives).
What is discussed in the chapter on "Reviewed Literature: Adult education perspectives"?
This section focuses on the contemporary emphasis on individual autonomy in adult education, discussing theories and policies that emphasize individual responsibility and access to learning opportunities. It explores the tension between individualistic approaches and broader societal goals in adult education, particularly regarding equitable access to resources and opportunities.
- Quote paper
- Enedy Mlaki (Author), Joseph Manase (Author), 2012, Understanding Adult Educators Perceptions on Relevance of Adult Education to Community Development, Munich, GRIN Verlag, https://www.grin.com/document/194444