| dc.creator |
Salum, Omari |
|
| dc.date |
2019-08-30T11:42:29Z |
|
| dc.date |
2019-08-30T11:42:29Z |
|
| dc.date |
2014 |
|
| dc.date.accessioned |
2022-10-20T14:15:42Z |
|
| dc.date.available |
2022-10-20T14:15:42Z |
|
| dc.identifier |
Salum, O. (2014). Prospects and challenges of provision of non-formal education in formal education institutions: the case of the institute of adult education centre in Songea. Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1330 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1330 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This study examined the prospects and challenges of provision of non-formal education in formal education centres. The study specifically examined experience of adult learners in secondary education system in Tanzania and the challenges that they face. The study also sought the perceptions of stakeholder on the use of formal education institutions to provide non-formal education. A total of 47 learners and stakeholders participated in this study. Case study design and qualitative approach were used to obtain data through questionnaires, interviews, and focused group discussions. The key findings show that adult learners have psychological problems such as feeling inferior towards their younger counterparts, which leads to low confidence and minimal interaction with other learners and instructors. The main challenges that the adult learners face in formal setting of education include negotiating between their learning aspirations and discouragements from their employers, close relatives, friends and peers. Despite these challenges, the stakeholders have positive perceptions on the use of formal education institutions to provide non-formal education. This study recommends that the government – through MOEVT and IAE, should restructure the provision of non-formal education in order to ease psychological problems among adult learners. This may include the training of teachers in adult teaching methodologies and adult learning psychology. The study also recommends that the government and all education stake holders should advocate for life-long learning society where each and every individual has to learn regardless of age. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Non-formal education |
|
| dc.subject |
Formal education institutions |
|
| dc.subject |
Adult education |
|
| dc.subject |
Songea |
|
| dc.subject |
Adult learners |
|
| dc.subject |
Secondary education system |
|
| dc.subject |
Learning psychology |
|
| dc.subject |
Educational stakeholders |
|
| dc.subject |
Teachers training |
|
| dc.subject |
Life-long learning society |
|
| dc.title |
Prospects and challenges of provision of non-formal education in formal education institutions: the case of the institute of adult education centre in Songea |
|
| dc.type |
Dissertation |
|