ADLT 101 Introduction to Adult Education Session 11 Evolution of - - PowerPoint PPT Presentation

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ADLT 101 Introduction to Adult Education Session 11 Evolution of - - PowerPoint PPT Presentation

ADLT 101 Introduction to Adult Education Session 11 Evolution of Adult Education in Africa & Ghana Lecturer: Dr. Isaac Kofi Biney Contact Information: kbiney@ug.edu.gh/ikkbiney@yahoo.co.uk College of Education School of Continuing and


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College of Education School of Continuing and Distance Education

2014/2015 – 2016/2017

ADLT 101 Introduction to Adult Education

Session 11 – Evolution of Adult Education in Africa & Ghana

Lecturer: Dr. Isaac Kofi Biney Contact Information: kbiney@ug.edu.gh/ikkbiney@yahoo.co.uk

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Session Overview

Goals and Objectives

At the end of the session, the student will

  • Describe indigenous adult education
  • Examine how imperialism affected adult education

provision in Africa

  • Discuss adult education during the colonial period in

Africa countries, including Ghana

  • Analyse the provision of adult education after

independence and beyond in Ghana

  • Dr. Isaac Kofi Biney, SCDE

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Session Outline

  • Introduction
  • Evolution of Adult Education in Africa
  • Evolution of Adult Education in Ghana
  • Conclusion
  • References
  • Dr. Isaac Kofi Biney, SCDE

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Reading List

Activities and Assignments

  • Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX
  • Watch the Videos for Session 11 – Evolution of Adult Education Worldwide
  • Review Lecture Slides: Session 11 – Evolution of Adult Education Worldwide
  • READ CHAPTER 8 OF RECOMMENDED TEXT- NAFUKHO, F., AMUTABI,
  • M. & OTUNGA, R. (2005). AFRICAN PERSPECTIVE OF ADULT LEARNING -

FOUNDATIONS OF ADULT EDUCATION IN AFRICA. HAMBURG: UNESCO INSTITUTE FOR EDUCATION. PAGES 2 – 9. KWAPONG, O. A. T. F. (2009). REACHING THE UNREACHED-ICTS AND ADULT EDUCATION FOR EMPOWERMENT OF RURAL WOMEN. NEW YORK: UNIVERSITY PRESS OF

  • AMERICA. PAGES 31-43
  • Visit the Chat Room and discuss the Forum question for Session 11
  • Complete the Individual Assignment for Session 11
  • Dr. Isaac Kofi Biney, SCDE

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Introduction

Evolution of Adult Education in Africa

  • The beginnings of adult education in Africa can be traced to

indigenous adult education as informal or non-formal adult education.

  • Omolewa (cited in Kwapong & Aggor, 2012: 11) indicates that

“adult and continuing education in Africa began with the creation of man on the continent”.

  • Africans have traditional ways to educate their people.
  • They do so by passing historical, political, religious, and

economic information and skills to their younger generations.

  • This is done through storytelling, role-plays, proverbs, and

riddles.

  • Dr. Isaac Kofi Biney, SCDE

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Introduction (Contd.)

  • They also use drama, songs, dancing, paintings,

textiles/printing/weaving, and other artisan works in educating the younger generation.

  • Communities teach indigenous knowledge systems

through daily life rather than strict formalised educational approaches.

  • We have to note, however, that Africa went pass the

survival skills and included scientific and technological pursuits.

  • Dr. Isaac Kofi Biney, SCDE

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Adult Education in Pre-Colonial Africa

Adult Education in Pre-colonial Africa

  • Africa was the first continent to know literacy through a

school system years before the Greek let-ters alpha and beta.

  • Literacy existed in Africa even before the origin of the word

alphabet and the use of the Latin word schola, from which the word school, came.

  • The scribes of ancient Egypt wrote, read, administered,

philosophised, contemplated the beyond and caressed the infinite.

  • Using first aid to writing, papyrus, which gives an indication

that formal adult education is very old in Africa.

  • Dr. Isaac Kofi Biney, SCDE

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The Colonial Period

  • The 1800s marked the beginning of more specifically organised

formal adult education in most parts of Africa.

  • Imperialism is the covert or overt means one country used to

control or manipulate another.

  • Education was the tool used to control and pacify Africans.
  • This mission was achieved through missionaries who began an
  • nslaught on the African adult education systems by replacing

them with modern forms of adult education.

  • The new system was suitable for meeting their need to evangelise

and for reaching their imperial objectives.

  • Schools were no longer natural organs connected in significant

ways to African society as with the indigenous adult education system.

  • Dr. Isaac Kofi Biney, SCDE

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Adult Education in Africa

Adult Education in Post- independence Africa

  • Adult education survived the

colonial period and progressed in Africa.

  • In 1876, Fourah Bay College in

Sierra Leone, started offering degrees, and led the way, in Western-type adult edu-cation.

  • Some staff from the college

conducted matriculation and commercial classes for adult learners in Freetown in 1940s.

  • It was in 1951 that a full

department of adult education (extra-mural studies) was established at Fourah Bay College.

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Adults Learning Environment

  • The University of Cape Town

started an extra-mural programme in 1952.

  • The University of Botswana,

Lesotho and Swaziland opened a country office for its Extension Department which was subsequently renamed the School

  • f Adult Learning.
  • In 1971, the Division of Extra-

Mural Services, provided outreach activities in the community.

  • Ghana and Nigeria, like Sierra

Leone, also received Western-type

  • f adult higher edu-cation quite

early after coming under similar Western missionary influence.

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Evolution of Adult Education in Ghana

  • Gold Coast (now Ghana), like other countries in

Africa, had adult education programmes through the early missionaries in the 19th century.

  • The Basel missionaries’, for instance, organised

courses and Sunday schools for adults in their church to read and write, especially, the Bible.

  • Dr. Isaac Kofi Biney, SCDE

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Adult Learning in Ghana

Take a quick view of the Ghanaian situation:

  • Towards the end of the Second

World War, the British government investigated the need for establishing universities in the colonies.

  • In 1948, mass education and

community development projects were launched, to

  • rganise literacy classes for

adults.

  • The picture at your left hand

side illustrates adult learners showing caring relationships with each other.

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Adult Learning in Ghana

  • Vocational

courses such as needlework, carpentry and building construction for the local people, later followed.

  • In the mid 20th century, new

dimensions were introduced into the learning process, as a result of the evolution of mass education movement that began in the Gold Coast (Adoo-Adeku, cited in Kwapong & Aggor, 2012).

  • A picture or photo on your right

illustrates a group of adults learners learning or putting into practice the skills at the workplace.

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Provision of University-Based Adult Education in Ghana

  • University-based adult education is adult education

programme that is offered by a university such as that

  • f University of Ghana.
  • Formal adult education programmes such as diploma,

bachelors, masters, PhD and non-formal adult education programmes such as the New Year School and Short Course in English Language, among others, are offered.

  • Dr. Isaac Kofi Biney, SCDE

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Provision of University-Based Adult Education

Provision of University-Based Adult Education

  • Workers' Colleges were established in 1962 to serve as

the focal points of the School.

  • They offered formal, and non-formal programmes.
  • The People's Educational Association (PEA) was

established in 1949 after the model of Workers Educational Association (WEA).

  • It was to provide the ordinary people in society a chance

to develop their potentials.

  • This was done through liberal education.
  • The Annual New Year School has been one of the

prominent programmes.

  • Dr. Isaac Kofi Biney, SCDE

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Provision of University-Based Adult Education (Contd.)

  • The dynamism of the adult education programme in

response to development policy changes have led to changes in the names of university-based adult education department in University of Ghana.

  • The need for professional adult educators led to the

introduction of formal programmes such as Diploma, BA, MA/MPHIL and PhD.

  • Distance education has become one of the core

activities of the School of Continuing and Distance Education.

  • Dr. Isaac Kofi Biney, SCDE

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The Future of Adult Education in Ghana

  • The need for formal, non-formal and informal adult

education in Ghana keeps increasing.

  • Based on the principle of lifelong learning, education

among the adult population, keeps rising.

  • The dynamic nature of society makes it necessary for

the adult population to keep themselves abreast of the times.

  • It is to meet the changing demands that bear on

qualifications for the job market.

  • Dr. Isaac Kofi Biney, SCDE

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The Future of Adult Education in Ghana (Contd.)

  • This drives adults to pursue new courses in different

modes, be it distance or sandwich, part time or fulltime.

  • Some adults just want to learn for leisure and these

and many other factors call for continuous provision

  • f adult education.
  • This should be done in the way that it will respond to

the educational/career needs and life style of the current adult population and develop their human resource.

  • Dr. Isaac Kofi Biney, SCDE

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Conclusion

  • There is, thus, the need for political, infrastructural,

institutional, policy, funding and all the resources that will make adult educational institutions responsive to current needs, be provided.

  • Governmental and non-governmental organisations as

well as international development organisations should continue to work in partnership to promote adult education in Ghana.

  • Dr. Isaac Kofi Biney, SCDE

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References

Kwapong, O. A.T.F. & Aggor, R. A. (2012). Introduction to adult education. Accra: ICDE, University of Ghana. Nafukho, F., Amutabi, M. & Otunga, R. (2005). Foundations of adult education in Africa. Hamburg: UNESCO Institute for Education.

  • Dr. Isaac Kofi Biney, SCDE

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