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.
Table of Contents
1. Introduction
2. Statement of the Problem
3. Reviewed Literature
3.1 Theoretical framework
3.2 Adult education perspectives
3.3 Application of adult education to community development
3.4 The role of adult educators and their attitude on relevance of adult education
3.5 Relevance to cultural norms and values
4. Methods
5. Results
6. Discussion of the results
7. Conclusion and Recommendations
7.1 Conclusions
7.2 Recommendations
Objectives & Research Scope
The primary objective of this research is to evaluate the perceptions and attitudes of adult educators regarding the relevance of adult education initiatives to community development in the Morogoro Municipality of Tanzania. The study aims to bridge the gap between policy objectives and the practical delivery of education by analyzing whether educators perceive these programs as effective tools for fostering social and economic community progress.
- Analysis of organizational and implementation structures of adult education programs.
- Evaluation of educator attitudes toward the relationship between adult education and community development.
- Assessment of the "second chance theory" and "lifelong learning theory" in a Tanzanian context.
- Investigation into cultural norms and their influence on pedagogical practices in adult education.
- Identification of gaps in current facilitator training and professional development.
Excerpt from the Book
The role of adult educators and their attitude on relevance of adult education
While community participation is a requirement for effective community development, there are few specific methodologies to help community organizers facilitate such participation. Adult education and community development share a number of parallel objectives: enhancing self-direction, self-reliance, and sustainable learning and development. While adult education is more advanced methodologically, the application of adult education principles to community development is only possible under certain Conditions. These conditions relate to power relationships, institutional structures, community dynamics, and the role of the community organizer. Once these conditions are recognized, adult education principles may be applied to community development programmes in order to facilitate the community's involvement in its own needs assessment, project design, implementation, and evaluation.
Adult education has always been highly regarded in Tanzania especially in the post -independence era. In fact, in Tanzania education is seen as one of the frontal strategies in promoting social, economic, political and cultural development at both and individual, community, and national levels (URT, 2000). Nyerere (1978) indicated that, Tanzania is fully aware of the fundamental importance of education as a means of development and as part of development.
Summary of Chapters
Introduction: This chapter contextualizes adult education as a tool for national and social development in Tanzania, highlighting the government's reforms aimed at improving access to quality education.
Statement of the Problem: This section identifies the disconnection between formal adult education programs and community development outcomes, questioning the attitudes of educators toward their role in social change.
Reviewed Literature: This chapter provides a theoretical framework based on lifelong learning and second-chance theories, while discussing the cultural and individualistic factors impacting adult education.
Methods: This chapter details the cross-sectional survey design, utilizing both quantitative questionnaires and qualitative focused group discussions among 80 adult educators in Morogoro.
Results: This chapter presents data on educator perceptions, revealing that a majority of respondents feel uncertain or have a negative attitude toward the current implementation of adult education programs.
Discussion of the results: This chapter interprets the findings, suggesting that a lack of specialized training for facilitators hinders the effectiveness of adult education in addressing community needs.
Conclusion and Recommendations: This final chapter synthesizes the findings, recommending that the government invest in specialized human resource development for adult education trainers to bridge existing knowledge gaps.
Keywords
Adult education, community development, attitude, adult educator, lifelong learning, second chance theory, Tanzania, Morogoro, facilitator, pedagogical practices, educational reform, social change, community participation, reflectivity, modernization.
Frequently Asked Questions
What is the primary focus of this research?
The research examines the attitudes and perceptions of adult educators in the Morogoro Municipality regarding how adult education programs contribute to community development.
What are the main thematic areas explored in the study?
The study explores theoretical perspectives of adult learning, the organizational structure of adult education, cultural influences on education, and the link between pedagogical practices and community transformation.
What is the central research question?
The central question asks to what extent adult educators perceive current adult education programs as effective or relevant tools for fostering community development.
Which scientific methodology was employed?
The study utilized a cross-sectional survey design, incorporating both quantitative data through structured questionnaires and qualitative insights from focused group discussions.
What is covered in the main section of the paper?
The main section addresses the literature review on adult education theories, the collection and analysis of data regarding educator attitudes, and a discussion comparing these findings to established educational theories.
Which keywords best describe this study?
Key terms include Adult education, community development, attitude, adult educator, lifelong learning, and educational reform.
How do cultural norms influence the findings of the study?
The study finds that cultural norms, such as traditional seating arrangements and gender expectations, can influence how adult learners participate and how innovations in adult education are received in local communities.
What does the study conclude about the current state of adult educators?
The study concludes that many educators lack sufficient training in modern adult education paradigms, leading to a negative or uncertain perception of how their work impacts community development.
- Citation du texte
- Enedy Mlaki (Auteur), Joseph Manase (Auteur), 2012, Understanding Adult Educators Perceptions on Relevance of Adult Education to Community Development, Munich, GRIN Verlag, https://www.grin.com/document/194444
