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3AC 000 174 CTERMS:PROBLEMS OF PRIORITIES IN THE PLANNING OF ADULT EDUCATION (Lecturedelivered at Uppsala University conference on development andadult education, under the auspices of Nordiska Afrikainstitutet,Uppsala, 14 Oct. 1964). Bertelsen, Paul H. Dar es Salaam,(Tanzania) Institute of Adult Education. Reprint No.9. 64 12p.*program planning, *Africa, adult education, educational planning.The rate of education in the economic development of Africa, theABSTRACT:importance of training leaders, and a summary of types of African adult education(literacy programs, correspondence courses, technical colleges, Agriculturalextension, residential colleges, mass media and libraries) are presented.AC 000 0112ED 010 857TERMS:AFRICAN ADULT EDUCATION, A BIBLIOGRAPHY. Bown, Lalage. Zambia. Univ.,66 EDRS PRICE MF- 0.18Lusaka. Dept. of Extra-Mural Studies.HC- 2.5664p.*adult education, *community development, *developing nations, *bibliographies,university extension, professional training,This is a tentative listing of materials on African adult education,prepared without full bibliographic detail, but for the immediate purpose of givingworkers some basis to work on. It is limited to sources in English and French, andthe English sources do not include many from America. It is an extension and revisionof the preliminary bibliography drawn up at the University of Ibadan in 1965. Thefirst section presents background studies on Africa--surveys, psychological and socialbackground, economics, politics, labor and industry, health and nutrition, literature,arts, and laiwages. Then follow sections on general works on adult education andcommunity development throughout Africa, educational policies of former colonialand present national governments, and the role of African universities in adult educationand community development. The last 3 sections cover voluntary agencies and adulteducation in Africa, special aspects of adult education in Africa, and methods andtechniques. A preliminary list of reference periodicals, vith professional periodicalsand more general adult education publications is included. (eb)agricultural extension, literacy education, vocational education,SECONDARY TERMS:womens education, library extension, educational methods, instructional materials,voluntary agencies, Africa,ABSTRACT:

4AC 000 234 CADULT EDUCATION AND EXTERNAL STUDIES. (Final report of thenational conference, Salisbury, Rhodesia, Nov 23-27, 1964).Rhodesia University College, Institute of Adult Education,Salisbury. Rhodesia. Ministery of Education, Salisbury.64TERMS:109p.*vocational education, *literacy, *developing nations,*public school adult education, *adult education programs,community development, church role, extension education,correspondence study, statistical data,Rhodesia,The Conference considered the present position of adultABSTRACT:eddcation and the organizational and financial structure required toimplement a national plan for adult education.AC 000 098EED 010 869TERMS:THE ROLE AND IMPORTANCE OF ADULT EDUCATION IN ZAMBIA (Collection ofpapers given at a seminar, Lusaka, Zambia, Apr 25-30,1966). Zambia.National Council for Adult Education, Lusaka. Friedrich Ebert Foundation,sponsor.66 EDRS PRICE. MF- 0.09 HC- 2.285713.*developing nations, *national programs, *adult education, *educationalpolicy, work study programs, adUlt educators,ABSTRACT:This is a collection of papers and recommendations of an adult educationseminar held at the Staff Training College, Lusaka, Zambia. At the time of independenceof Zambia in 1964, adult education facilities existed in only the 3 provinces onthe railroad line, and over 60 percent of the population had no facilities. Of 1.5million adults, 1 million had never been to school, of persons over 16, 75 percentof the males and 93 percent of the females were illiterate, mostly in the rural areas.Early in 1964 a crash program of night schools was organized in centers away fromthe railroad, a Correspondence Course Unit was established at Evelyn Hone Collegeof Further Education and fees were reduced and a policy of incentive fee remissioninitiated. In 1965 a detailed adult education plan was prepared as part of the NationalDevelopment Plan, 1965-1970. An Adult Education Section was added at Ministry Headquarters,the Correspondence Course Unit was expanded, and partial local financial supportof adult education programs was required. Two adult education centers were foundedat Ndola and Luanshya where day courses as well as evening can be given--ideal forday-release, short courses, and courses for women. (eb)conferences, interagency cooperation, womens education, Zambia,SECONDARY TERMS:Africa,

5AC 001 404 13TERNS:MANPOWER, ElTLOYMENT, AND EDUCATION IN THE RURAL ECONOMY OF TANZANIA(African research monographs,9). Hunter, Guy. UNESCO, Paris (France) .43p.66 EDRS PRICE MF- 0.09 HC- 1.72*manpower utilization, *developing nations, *educational needs, *ruralextension, *manpower development, rural development, ruralLess than a tenth of the Tanzanian labor force is in paid employment,ABSTRACT:and most able-bodied adults are still engaged in low- yielding aviculture and herding.Modern productive employment is scarce even for those with an eight-year primaryeducation. The investment in formal education has outrun investment in educationaimed at increasing productivity and economic opportunity. Highest priority shouldgo to agricultural extension, accompanied by a temporary restriction of the expansionof formal primary education. The vicious circle of low productivity, inadequate extensionservices, and scarcity of revenues to train and pay extension agents can be brokenonly by increasing extension services with an absolute minimum of recurrent expenditureby the government. Simple craft and commercial training, community development andresettlement projects, youth services, national service, and cooperative trainingare also necessary. (The document includes six tables) (This document is also availablefrom UNESCO, Place de Fontenoy, 75 Paris-7, France, for 1.50) (ly)areas, employment opportunities, educational background, primarySECONDARY TERMS:education, secondary education, dropouts, educational planning, financial support,costs, statistical data, youth programs, youth problems, trade and industrial education,national programs, economic research, labor force, Tanzania, East Africa,4AC 000 175 CTERMS:ECONOMIC AND SOCIALTHE RELATIONSHIP BETWEEN ADULT EDUCATION ANDConference ofDEVELOPMENT IN WEST AFRICA (Paper read to the 7thResearch at University,the Nigerian Institute of Social and EconomicNigeria. Institute ofIbadan, Dec 19, 1960). Bertelsen, Paul H.Social and Economic Research, Ibadan. 60 8p.*adult education,*economic development, *social development,*Africa,contribution to the generalAdult education can make a valuableABSTRACT:productivity of the people. Itdevelopment of a nation by increasing theanimators and should bridge the educationalshould be initially aimed at CommunityMore efforts should be devoted togap between the elites and the masses.development of residential forms of adult education.

6AC 000 003EED 010 675TERMS:PEOPLE'S EDUCATION PLAN. Kivukoni College, Dar es Salaam (Tanzania).20p. mimeo.66 EDRS PRICE MF- 0.09 HC- 0.80*adult education, *educational planning, *community development, *developingcountries, residential centers, nat.bnal programs,This document outlines a plan for adult education and community developmentABSTRACT:Tanzania intended to involve the citizens in the national development program. Theprincipal proposals are for village and district training centers, for adult educationcolleges at Rungemba and Kivukoni and a community development training center atTengeru, and for the extension of extramural classes. The staff and funds requiredto implement the plan are discussed. A second section of the document briefly describesthe origin, history, and program of Kivukoni College, a residential college for adulteducation. Its staff and Students are listed.(rd)SECONDARY TERMS:AC 000 577 CTERMS:ABSTRACT:AC 000 575 CTERMS:ABSTRACT:Kivukoni College, Tanzania,OCCASIONAL PAPERS ON COMMUNITY DEVELOPMENT, 1. Richards, C.G., ed.62 81p.East African Literature Bureau, Kampala (Uganda).*literacy*community development, *females, *home economics education,education, Tanzania,The first of a series of papers on community development, thispamphlet includes articles on An experiment in MESS education amongwomen, Literacy and community development; and Introducing communitydevelopment among the Wabena. It is bated on experience inTanzania. (sm)PROGRESS THROUGH SELF-HELP, PRINCIPLES AND PRACTICE IN COMMUNITY60 40p.DEVELOPMENT. Askwith, T.G.*cummunity development, *rural areas, *self help programs, Kenya,This report from Kenya discusses difficulties attendant oncommunity development programs, explains how programs are organized,and gives brief descriptions of specific community developm64 programsduring the years 1951-1959. (eb)

7AC 000 571 CA HUDBOOK FOR LITERACY TEACHERS. Mailliam, K.R. East African70p.64Literature Bureau, Kampala (Uganda).*curriculum guides, *developing nations, *literacy education,TERMS:*teacher education, *teaching techniques, East Africa,adapted for use in any languagedescribed in this handbook can beThemethodsABSTRACT:the value of adult literacy, history ofwhich can be written phonetically. Chapters areprinciples of teaching,of teaching reading and writing,historyofmethodsthe alphabet,teachingletter construction, the method oflessonconstruction,sounds and symbols,the literacy campaign, numbers, andteachingdevices,theteacher,lessons, trainingmonthly returns,instruction time table, group register,Appendixesarefollowup work.and literacy certificate. (aj)AC 000 048 ITERMS:of education, 4).ADULT EDUCATION. (UNESCO International directories66 156p.(Text in English and French) . UNESCO, Paris (France).*federal*directories, *adult education, *international organizations,government, *voluntary agencies, French language,The purpose of this directory is to facilitate the international exchangeABSTRACT:closer cooperation between theof information on adult education and to stimulatecontents consist of an internationalvarious centers and organizations concerned. Theorganizations, and 86 nationalchapter, covering tilt., more important non-governmentalofficial, semi-official, and'private bodiesentries arranged alphabetically which list(pg)concerned with adult education. The text is in French and English.SECONDARY TERMS:

8AC 000 576 CTHE YOUTH CENTRE LEADERS HANDBOOK, A GUIDE FOR AFRICAN YOUTH WORKERS.Kiment, D.M. East African Literature Bureau, Kampala(Uganda).6266p.TERMS:*leadership training, *youth clubs, *youth leaders, Kenya,ABSTRACT:This handbook provides guidance to youth centre leaders, communitydevelopment assistants, and others who are working in the comparativelynew field of youth centres in Kenya. Appendix includes a bibliography,a specimen syllabus, and the constitution of the Kenya Association ofYouth Clubs. (sm)AC 000 508 ITERMS:(Proceedings of 5th InternationalTEE TEACHING PROFESSION AND WORLD LITERACY8-9,WCOTP (conference on Adult Education, Addis Ababa, Ethiopia, AugProfession.1965). World Confederation of Organizations of the TeachingAUG 65 55p;ducati6nal-*adult education, *literacy education, *adult teaching,needs, teacher participation, surveys,Confederation of OrganizationsProceedings of the main conference of the WorldABSTRACT:keynote address by the Director-coordiof the Teaching Profession include opening speeches, aUNESCO, a descriptive and historicalof Adult Education and Youth Activities fordirector of extension work at Haileoutline of adult education in Ethiopia by therepresenting Kenya, Uganda, Sudan,Selassie University, and comments by delegatesCanada, and UNESCO. This report alsoJamaica, Pakistan, Tanzania, the United States,(August 6, 1965) featuring addressesincludes a special preconference WCOTP assemblytogether with a summaryon the roles of the WCOTP and UNESCO in promoting literacy,the practicality of involving the teachingof studies conducted in Kenya and Thailand onroster of participants, theprofession in literacy education. Appendixes contain aCommittee, and a communication1964-65 report of the Secretary of the Adult Educationthe Eradicationregarding the Teheran World Congress of Ministers of Education onof Illiteracy (September 8-19, 1965). (author/1y)professional associations,professional training, illiterate adults,SECONDARY TERMS:Kenya, Thailand, Ethiopia, UNESCO, WCOTP,

9AC 000 144 EED 012 403LEADERSHIP TRAINING PROGRAM FOR SELECTED AFRICAN HEALTH SPECIALISTS,Washington, D.C., Sep 12-24, 1965 (NTL. Applications of human relationslaboratory training, 3). Mal, H. Curtis. National Education Association.National Training Laboratories. MAY 66 EDRS PRICE CIF - 0.09 HC- 0.8822p.TERMS:*leadership training, *paramedical occupations, *training laboratories,*program evaluation, training objectives,The Agency for International Development has been training AfricanABSTRACT:health specialists in the United States but leadership training has been given littleattention. Such training should help him overcome differences between modern technologyand traditional customs, define organizational role, resolve status differences,and get cooperative effort from organization members. A ten-day residential programwas set up at the University of Maryland for 16 health specialists from Ethiopia,Sudan, Liberia, Sierra Leone, and the Congo. This preliminary report focuses on staffand participant evaluation of the program. Outcomes of the training were examiLedthrough participants' evaluation of the administration of the program (such as selectionof participants, orientation, timing, and laboratory design), through problem analysismaterial (T group problems and back-home problems) from a group studying force fieldanalysis, the four training staff members' subjective opinions on the changes takingplace in the T groups, and a one-day recorded staff evaluation session. It is recommendedthat follow-up and support of participants be included after laboratory training.Further evaluation will result from data obtained after participants have been athome for some montas. (db)SECONDARY TERMS:specialists, changing attitudes, developing nations, health services,program descriptions, behavior change, force field analysis, student evaluation,teacher evaluation, T groups, Africa, Maryland University, Agency for InternationalDevelopment,AC 001 260 ITERMS:GUIDE TO EXTENSION TRAINING. Bradfield, D.J. United Nations Children's66 187p.Fad, sponsor.*inservice programs, *preservice education, *agricultural education,*developing nations, *extension agents, healthThis guide for the pre-service and in-service training of agriculturalABSTRACT:extension personnel should be useful to community development and homecraft workers,extension tech r-ques inhealth education personnel, and others who may need to useit refers frequently totheir work. Since this manual has been prepared in Malawi,administrative servicesaspects of the agriculture, rural social organization, andof general applicationof that country, but the principles and practices described aredeveloping their extensionto countries which are in the process of establishing orproduction of training literatureservices. This publication is part of a project for theOrganization of the Unitedin Africa jointly sponsored by the Food and AgricultureNations Children's Fund. ANations, the World Health Organization and the Unitedbibliography and appendixes on history of extension in Malawi, extension in otherof Agriculture, and jobcountries, an example of the organization of a Departmentdescriptions are included. (sm)education, rural extension, teaching methods, program planning,SECONDARY TERNS:cultural factors, Malawi, FAO, WHO, UNICEF,

10CORRESPONDENCE INSTRUCTION IN ETHIOPIA, KENYA, TANZANIA, MALAWI, ZAMBIA,AC 000 842 EED 012 412 AND UGANDA. EXPERIENCES, NEEDS, AND INTEREST (Report to the Dag HammarskjoeldFoundation). Edstroem, Lars-Olof. Dag Hammarskjoeld Foundation, Stockholm(Sweden).TERMS:66 EDRS PRICE MF- 0.27 HC- 5.60140p.*correspondence study, *developing nations, *national programs, *adulteducation programs, mass media, teaching methods,This report on the salient features and concerns of correspondenceABSTRACT:instruction in Ethiopia, Kenya, Tanzania, Malawi, Zambia, and Lganda, discusses advantages,disadvantages, and requirements of the correspondence method in an African context,surveys conditions and facilities (postal services, roads, instructional radio andtelevision, correspondence schools and colleges, resources fr,r producing instructionalmaterials), suggests national tasks for correspondence teaching, and assesses interestin the proposed 1967 correspondence instruction seminar. Teacher training and upgrading,preparation of correspondence educators, mass education of unemployed primary schooldropouts, inservice medical training (for example, for the Ethio-Swedish PediatricClinic), improvement of teaching methods by combining correspondence courses withclassroom settings, and inculcation of study skills and habits for lifelong learning,are discussed as a part of the urgent manpower training needs throughout Africa.Problems and issues such as language (as in Ethiopia and Malawi) and governmentalversus private courses, major organizations such as the Correspondence Course Unit(Zambia Ministry of Education), outstanding efforts such as the Malawi CorrespondenceCollege Radio Classroom, and recommendations on participation in the seminar, arestressed. Appendixes on operating expenses and program planning are included. (1y)teacher education, university extension, teacher qualifications,SECONDARY TERMS:(over)AC 000 960 ITERMS:TELEVISION AND THE SOCIAL EDUCATION OF WOMEN. A first report on theUnesco-Senegal pilot project at Dakar((eports and papers on mass communication67 60p.50). Fougeyrollas, Pierre, UNESCO, Paris (France).*educational television, *womens education, *health education, *programevaluation, evaluation, surveys, program descriptions,In the 1965-66 UNESCO-Senegal pilot project, a preliminary, and a followup,ABSTRACT:survey were made to assess the effectiveness of educational television (ETV) in impartingvital health information and constructively changing attitudes and behavior. Theproject included regular weekly programs in the Wolof language for about 500 womenin 10 television clubs throughout greater Dakar, Senegal. The women were questionedon caused and control of malaria, dysentery, typhoid, and tuberculosis, on dietarypractices, and on interests and problems. Major findings and conclusions were that.(1) such courses encourage expression of opinion and generate practical action,(2) content is more readily accepted and learned when conflict with tradition isabsent, presentation is adequate, and motivation is strong, (3) young women are generally(4)more open-minded and better able to give correct answers than are older women,educational interests lean toward child care, housekeeping, and women's problems,(5) effective mass media education requires discussion groups; and (6) ETV heightensawareness of social problems and can be a potent factor in national development.Document includes questionnaires and 63 tables on personal and socioeconomic data,themes, and patternsopinion and attitude changes, views as to future useful programof diffusion. (author/ly)age differences, participant characteristics, educational background,SECONDARY TERMS:socioeconomic influences, group discussion, diffusion, social change, statisticaldata, UNESCO, Senegal,

11AC 000 392 CTERMS:ABSTRACT:RADIO AND ADULT EDUCATION IN TANZANIA, SOME CONSIDERATIONS (Adulteducation studies, 1). WidstranO, C. G. Univ. Coll., Dar es Salaam,Apr 66 13p.(Tanzania), Institute of Adult Education.*adoption (ideas), *developing nations, *information dissemination,*mass instruction, *radio, Tanzania,This is a discussion of the proble

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