| dc.creator |
Mushi, Philemon A. K. |
|
| dc.date |
2016-02-02T08:00:31Z |
|
| dc.date |
2016-02-02T08:00:31Z |
|
| dc.date |
1994-03 |
|
| dc.date.accessioned |
2018-04-18T11:49:30Z |
|
| dc.date.available |
2018-04-18T11:49:30Z |
|
| dc.identifier |
Philemon A. K. Mushi (1994), International Review of Education, Volume 40, Number 2, Page 173 |
|
| dc.identifier |
Print: 0020-8566 |
|
| dc.identifier |
Online : 1573-0638 |
|
| dc.identifier |
10.1007/BF01103692 |
|
| dc.identifier |
http://hdl.handle.net/123456789/254 |
|
| dc.identifier.uri |
http://hdl.handle.net/123456789/9968 |
|
| dc.description |
The full text can be accessed to the following link http://link.springer.com/article/10.1007%2FBF01103692 |
|
| dc.description |
Efforts to create conditions and facilities for the provision of life-long education in Tanzania, necessitated inter alia, the development of a post-literacy (PL) curriculum in the late 1970s. Since its inception, the form and content of the curriculum have undergone significant changes. The purpose of this article is twofold: first, to analyze the content within which the PL curriculum was perceived and developed and, second, to examine the factors that influenced the changes. It complements a earlier article on the general development of adult education in Tanzania (Mushi, 1991). |
|
| dc.language |
en |
|
| dc.publisher |
Kluwer Academic Publishers |
|
| dc.subject |
Innovations |
|
| dc.subject |
Adult Education |
|
| dc.subject |
Curriculum |
|
| dc.subject |
Post-literacy |
|
| dc.title |
Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania |
|
| dc.type |
Journal Article, Peer Reviewed |
|