Co-construction of Knowledge

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End date: 1999Subject: search.filters.subject.SDG 4: Quality Education

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    Evaluation of Adult Education in Tanzania: A Status Report
    (University of Dar es Salaam, 1971-02-13) Hall, Budd L
    Since 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)
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    Linkage between participatory research, participatory evaluation and participatory training
    (1983-05-05)
    As participatory approaches gained ground in the early 1980s, questions emerged about how research, evaluation, and training might intersect in practice. This paper explores the close relationship between these three processes, showing how they often overlap and evolve within the same project rather than remaining separate domains. Through discussions of field experiences, it reflects on the complexity of roles that facilitators, educators, and community members assume, and the tensions that arise in balancing activism, research, and organizational structures. The study also considers the possibilities of applying participatory methods to diverse fields such as primary education, forestry, and women’s empowerment, while highlighting the constraints of time, resources, and institutional support. Instead of drawing final conclusions, it leaves the reader with open questions about how participatory practice can expand its reach while staying true to its empowering intent.