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Item Item Item Participatory research: An approach for change(International Council for Adult Education, 1975) Hall, Budd LItem Tanzania mass education campaign(Institute of Adult Education, 1974) Hall, Budd LItem Mass adult education: a necessary element in the development of socialism in Tanzania(Ufahamu: A Journal of African Studies, 1972) Hall, Budd LItem Wakati wa Furaha: An Evaluation of a Radio Study Group Campaign(The Scandinavian Institute of African Studies, 1973) Hall, Budd LThis report, details the evaluation of the "Wakati wa Furaha" (Time for Rejoicing) radio study group campaign, which was the third organized listening group campaign reported in Tanzania. Designed to link with the celebrations of Tanzania’s Tenth Anniversary of Independence, the campaign aimed to achieve a national pattern of operation across the country and foster a deeper sense of national awareness among all Tanzanians by tracing the nation’s development since independence. The project includes collaboration with the Cooperative Education Centre (CEC) and TANU.Item Evaluation of Adult Education in Tanzania: A Status Report(University of Dar es Salaam, 1971-02-13) Hall, Budd LSince the start of the second Five Year Plan (1969-74) in Tanzania, the national focus has been on developing and extending adult education (largely literacy) in general, and rural programs in particular. Systematic program evaluation is needed 50 that scarce human and financial resources can be used effectively without needless duplication of past efforts and mistakes. The work oriented literacy project launched at Mwanza in 1967 is presently the only place in Tanzania where large scale evaluation of adult education activities is occurring. However, the Institute of Adult Education at the University of Dar es Salaam has begun evaluating the operation of the "Uchaguzi ni wako" radio citizen education study groups, together with provisions for adult educator training and the problems these educators encounter in the field. Irregular attendance and high dropout rates are a major weakness in literacy teacher training programs; failure of adult education in general to attract youth is another problem. There is evidence that adult education can be most easily organized within a framework of existing village systems and social relationships and that literacy education is not necessarily a prerequisite for rural adult education. (Six references are included.) (LY)Item From clarity to anarchy: Participatory research approach(1979) Tandon, RajeshAs debates on participatory research gained ground in the late 1970s, questions arose about whether it was a methodology, a political stance, or something in between. This paper, presented at the African Regional Workshop on Participatory Research, examines those tensions by contrasting the perspectives of grassroots activists with those of professional researchers. It considers how participatory research challenges the conventions of classical inquiry by embracing action and subjectivity, yet in doing so risks appearing unruly or even anarchic. Rather than seeking neat resolutions, the study positions participatory research as an unsettled and evolving practice, shaped as much by politics as by method.Item Linkage Between Adult Education and Development: A Practical Approach(1976-12-25) Mathur, J.CThe subject linkage between adult education and development -is vast. But I have been asked to furiish a keynote address and not to prosont a comprehensive roview of the suject. Therefore, I wish to concentrate on what appear to me to be today's key-issues of adult education in the context of developmont. The two issues that I wish to raise are first, the responsibility of adult education in the development of the poor, disadvantaged and under-privileged small farmers, tonants and landless agricultural labourers in the rural areas. Secondly, the methodology that, in my opinion, would be the most suitable for adult education which seeks to be part and parcel of the process of development in our rural society, particularly of the poor and disadvantaged farming people.Item Agricultural Workers in Action the Story of the Shramik Sangathan(1978-06)Organisation of agricultural workers poses several problems. They are scattered, ignorant and illiterate; working under, not one, but several employers. Their living conditions are dismal and therefore tend to dampen the enthusiasm of those who set out to work amongst them. Mainly due to these difficulties the trade unions and political parties have been able to organise only a very small fraction of nearly five crores agricultural labourers. Devoted and dedicated cadres, with a high level of commitment and conscious-ness, alone can play a meaningful role in organising the rural proletrait. These cadres need patience, understanding of the problems and issues which can help mobilisation of the landless labour. Also, they have to master the tactics and strategy of wielding them into a powerful fighting force by overcoming political, social, economic and cultural handicaps.