Dissertation•
An analysis of the planning and implementation of adult literacy programmes in selected community development sub-centres in Lusaka district
01 Jan 2017-
TL;DR: In this article, a case study was carried out in order to analyse the planning and implementation of adult literacy programs in selected Community Development sub-centres in Lusaka District.
Abstract: The study was carried out in order to analyse the planning and implementation of adult
literacy programmes in selected Community Development sub-centres in Lusaka District.
The objectives that guided the study were to: examine how adult literacy programmes are
planned in selected Community Development sub-centres in Lusaka District; establish how
adult literacy programmes are implemented in selected Community Development sub-centres
in Lusaka District; determine the factors that affect the planning and implementation of adult
literacy programmes in selected Community Development sub-centres in Lusaka District; and
explore strategies which could be employed to enhance the planning and implementation of
adult literacy programmes in selected Community Development sub-centres in Lusaka
District. This study adopted a case study design. The target population included: all adult
learners; all adult literacy facilitators; all Community Development Assistants; the District
Community Development Officer for Lusaka District and all the Community Development
Planners in the Ministry of Community Development and Social Services. The study had a
total population of 50 of which 40 were adult literacy learners, who were simple randomly
selected while 4 facilitators, 4 Community Development Assistants, 1 Community
Development Planning Officer; and 1 District Community Development Officer were all
purposively selected. Four sub-centres out of 8 were selected for the study using simple
random sampling procedure. A focus group discussion was used to collect data from 40 adult
literacy learners. Interview guides were used to collect data from the remaining participants.
The data collected was coded and analysed using themes which emanated from the responses.
The findings of the study revealed that, the planning of adult literacy programmes was mainly
top down. There was lack of collaboration among all stakeholders in the planning process.
The experts in the Department of Community Development at the national level, together
with experts from other line ministries, decided on the course content and produced manuals
to be used in all the sub-centres. Staff at the lower levels, facilitators, learners and other
stakeholders were not involved in the planning of these programmes. When it came to the
implementation of the programmes, it was mainly left to the facilitators with little assistance
from the staff in the MCDSS in charge of literacy. The findings also revealed that planning
and implementation of adult literacy programmes in selected Community Development subcentres
was affected by: lack of collaboration among stakeholders in the planning and
implementation process; lack of qualified facilitators; lack of funding and lack of adequate
teaching and learning materials. Some of the suggested strategies to improve the planning and
implementation of adult literacy programmes include: coming together of all stakeholders to
plan for literacy programmes and engagement of suitably qualified facilitators to…
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01 Jan 1990
TL;DR: It's not surprisingly when entering this site to get the book, one of the popular books now is the women and literacy, and searching for this popular book in this website will give you benefit.
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References
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TL;DR: The Nature of Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications as mentioned in this paper, and Qualitative Interviewing: Qualitative Analysis and Interpretation Enhancing the quality and credibility of qualitative analysis and interpretation.
Abstract: PART ONE: CONCEPTUAL ISSUES IN THE USE OF QUALITATIVE METHODS The Nature of Qualitative Inquiry Strategic Themes in Qualitative Methods Variety in Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications PART TWO: QUALITATIVE DESIGNS AND DATA COLLECTION Designing Qualitative Studies Fieldwork Strategies and Observation Methods Qualitative Interviewing PART THREE: ANALYSIS, INTERPRETATION, AND REPORTING Qualitative Analysis and Interpretation Enhancing the Quality and Credibility of Qualitative Analysis
31,305 citations
16,374 citations
Book•
01 Jan 1990
TL;DR: In this paper, the authors present a Phenomonology of modernity and post-modernity in the context of trust in abstract systems and the transformation of intimacy in the modern world.
Abstract: Part I:. Introduction. The Discontinuities of Modernity. Security and Danger, Trust and Risk. Sociology and Modernity. Modernity, Time and Space. Disembedding. Trust. The Reflexivity of Modernity. Modernity and Post-- Modernity?. Summary. Part II:. The Institutional Dimensions of Modernity. The Globalizing of Modernity. Two Theoretical Perspectives. Dimensions of Globalization. Part III:. Trust and Modernity. Trust in Abstract Systems. Trust and Expertise. Trust and Ontological Security. The Pre--Modern and Modern. Part IV:. Abstract Systems and the Transformation of Intimacy. Trust and Personal Relations. Trust and Personal Identity. Risk and Danger in the Modern World. Risk and Ontological Security. Adaptive Reactions. A Phenomonology of Modernity. Deskilling and Reskilling in Everyday Life. Objections to Post--Modernity. Part V:. Riding the Juggernaut. Utopian Realism. Future Orientations. The Role of Social Movements. Post--Modernity. Part VI: . Is Modernity and Western Project?. Concluding Observations. Notes.
14,544 citations
"An analysis of the planning and imp..." refers background in this paper
...Praxis, therefore, can be viewed as a progression of cognitive and physical actions: taking the action, considering the impacts of the action, analysing the results of the action by reflecting upon it, altering and revising conceptions and planning following reflection, and then implementing these plans in further actions (Giddens, 1990)....
[...]
...Praxis is concerned with reflexivity, a kind of continual, many layered cycle of thinking (Giddens, 1990)....
[...]
...…of cognitive and physical actions: taking the action, considering the impacts of the action, analysing the results of the action by reflecting upon it, altering and revising conceptions and planning following reflection, and then implementing these plans in further actions (Giddens, 1990)....
[...]
Book•
01 Jan 1977
TL;DR: A systematic review of research methods and techniques used in qualitative and quantitative education, and some of the approaches taken, found that qualitative research is more effective than quantitative research on a number of fronts.
Abstract: I. INTRODUCTION. 1. The Nature of Educational Research II. PLANNING A RESEARCH STUDY. 2. The Research Process: From Proposal to Final Report 3. Ethics and Site Relations 4. Reviewing the Literature III. RESEARCH METHODS. 5. Statistical Techniques 6. Selecting a Sample 7. Collecting Research Data with Tests and Self-Report Measures 8. Collecting Research Data with Questionnaires and Interviews 9. Collecting Research Data through Observation and Content Analysis IV. QUANTITATIVE RESEARCH DESIGN. 10. Nonexperimental Research: Descriptive and Causal-Comparative Designs 11. Nonexperimental Research: Correlational Designs 12. Experiment Research: Designs, Part 1 13. Experimental Research: Designs, Part 2 V. APPROACHES TO QUALITATIVE RESEARCH. 14. Case Study Research 15. Qualitative Research Traditions 16. Historical Research VI. APPLICATIONS OF RESEARCH. 17. Evaluation Research 18. Action Research
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TL;DR: In this paper, the authors present the reasons why teaching adults is so different than teaching children, and present a self-diagnostic tool (photocopiable) for determining the competency of trainers, guidelines for learning contracts and ideas on how to switch from being a teacher to being a facilitator of learning.
Abstract: This edition reflects the latest work and advances in adult learning theory. Readers learn to develop meaningful programmes and use new techniques for effectively teaching adults. After examining the various theories of learning, the book presents the reasons why teaching adults is so different than teaching children. The book contains 13 appendices (100 pages) which give an overview of brain dominance technology and whole-brain thinking. There is also a self-diagnostic tool (photocopiable) for determining the competency of trainers, guidelines for learning contracts and ideas on how to switch from being a teacher to being a "facilitator of learning".
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