Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania

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dc.creatorMushi, Philemon A. K.
dc.date2016-02-02T08:00:31Z
dc.date2016-02-02T08:00:31Z
dc.date1994-03
dc.date.accessioned2018-04-18T12:16:25Z
dc.date.available2018-04-18T12:16:25Z
dc.descriptionThe full text can be accessed to the following link http://link.springer.com/article/10.1007%2FBF01103692
dc.descriptionEfforts 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.identifierPhilemon A. K. Mushi (1994), International Review of Education, Volume 40, Number 2, Page 173
dc.identifierPrint: 0020-8566
dc.identifierOnline : 1573-0638
dc.identifier10.1007/BF01103692
dc.identifierhttp://hdl.handle.net/123456789/254
dc.identifier.urihttp://hdl.handle.net/123456789/11033
dc.languageen
dc.publisherKluwer Academic Publishers
dc.subjectInnovations
dc.subjectAdult Education
dc.subjectCurriculum
dc.subjectPost-literacy
dc.titleInnovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania
dc.typeJournal Article, Peer Reviewed

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Department of Educational Foundations,Management and Lifelong Learning