| dc.creator |
Komba, Willy L. M. |
|
| dc.date |
2016-04-28T12:23:48Z |
|
| dc.date |
2016-04-28T12:23:48Z |
|
| dc.date |
2013 |
|
| dc.date.accessioned |
2018-04-18T12:18:39Z |
|
| dc.date.available |
2018-04-18T12:18:39Z |
|
| dc.identifier |
Komba, W.L., Quality of civic education materials to promote democracy in context of a market-led education system: Conceptual and pedagogical issues, existing materials and gaps. |
|
| dc.identifier |
2222-288X |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/1740 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/1740 |
|
| dc.description |
This study shares the concerns of professional educators and international education agencies UNESCO, the
Commonwealth of Learning (COL), and the Teacher Education in Sub Saharan Africa (TESSA) that in order for
the developing world to achieve the Jomtien 1990 and Dakar 2000 declarations about access and quality of
education, it is necessary to go beyond conventional methods of delivery. While it acknowledges the inevitability
of adopting Open and Distance Learning (ODL) approaches as well as the design, development and sharing of
Open Educational Resources (OERs) within and across countries and educational institutions, this article
critically examines the impact of market-led education policy on the availability and quality of civics school
texts. The author recommends for concerted efforts of local and international professional agencies in building
capacity for developing and sharing of OERs for the benefit of teachers and students in Tanzania.. |
|
| dc.language |
en |
|
| dc.subject |
Civic education |
|
| dc.subject |
Instructional Design |
|
| dc.subject |
Open and Distance Learning |
|
| dc.subject |
Open Educational Resources |
|
| dc.subject |
Pre-service teachers |
|
| dc.subject |
Tanzania |
|
| dc.title |
Quality of Civic Education Materials to Promote Democracy in Context of a Market-Led Education System: Conceptual and Pedagogical Issues, Existing Materials and Gaps |
|
| dc.type |
Journal Article, Peer Reviewed |
|