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This document is a comprehensive report a subregional seminar for eastern and southern African countries on the Jua Kali movement. (Jua Kali, "hot sun" in Swahili, refers to the informal or nonformal sector of the economy.) Section 1 explains the role of the International Project on Technical and Vocational Education (UNEVOC) in the development of technical and vocational education and training (TVET). The following opening and closing speeches are provided in Section 2: "Introductory...
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Research conducted in Kenya had two purposes: to describe the literacy program and literacy learners and to determine the literacy skill levels of participants and to what use they are putting those skills. Researchers collected data from 5 districts in Kenya, including information about the characteristics and functioning of the literacy centers, and interviewed 388 of the 660 learners who had earned literacy certification and 64 teachers. Some of the findings of the study were the...
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The Bureau Regional pour L'Education en Afrique (BREDA) survey, published partly in French, assembled data on the activities of adult education institutions in Africa in order to identify and develop future regional documentation centers. This draft copy of the survey is the first step towards improving international collaboration among documentation centers serving adult education. The survey was formulated through personal staff visits, questionnaires, and studies of the documentation...
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Information obtained in a survey of the uses of radio and television in connection with literacy work in 40 countries of the world is presented. Much of the information consists of replies to Unesco questionnaires on the subject. The countries surveyed were: Algeria, Cameroon, Central African Republic, Chad, Congo (Brazzaville), Ethiopia, Gabon, Guinea, Ivory Coast, Kenya, Madagascar, Mali, Niger, Rwanda, Senegal, Sudan, Tunisia, United Arab Republic, Upper Volta, Zambia, Cuba, Guatemala,...
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A comparative study is reported of basic education in 10 African countries: Ethiopia, Kenya, Somalia, Sudan, Uganda, Zambia, Benin, Mali, Upper Volta, and Angola. Basic education is defined as learning experiences to which all citizens are entitled or which are required to help them develop their potential to function effectively as individuals and members of society. Data sources include findings of seminars on basic education and teacher training for basic education and other relevant...
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This four-part volume examines trends, problems, and issues related to school science equipment. Part 1 focuses on laboratory work and practical activities in science and technology education, considering equipment and curriculum development, equipment development related to curricula in Brazil, uses of local resources for practical work, elementary technology materials for science curricula, project work and the needs of a technology laboratory, and the development and utilization of...
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Many countries have recently launched massive programs to promote nation-wide adult literacy, but while these efforts have been commendable, it has been observed that neo-literates who acquire literacy through such programs have great difficulty in retaining it; hence an urgent need to develop suitable programs of post-literacy and continuing education has been felt. In 1980, Unesco's Institute for Education initiated a major research project designed to respond to this need. The research...
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The following papers were produced by participants and resource persons on specific issues of planning, management and implementation of literacy and post-literacy strategies: "People's Participation and Mobilization: Characteristics of the Literacy Campaigns in China" (Yanwei); "Strategies for Mobilization and Participation of Volunteers in Literacy and Post-Literacy Programmes: The Case of Nicaragua" (Grigsby); "Motivating the People to Participate in Literacy and Complementary Education...
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A survey of basic education in 13 Eastern African countries (Madagascar, Burundi, Comores, Ethiopia, Mauritius, Botswana, Kenya, Lesotho, Swaziland, Tanzania, Zambia, Malawi, and Somalia) covers basic education programs and UNICEF's supporting role. Basic education is seen as a concept evolved in the region, involving formal school systems and educational programs for out-of-school children, adolescents, and adults; and having goals determined by political philosophies of different...
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The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of ministries of education in southern Africa. This bound report--one of seven--presents the research results and policy suggestions that emerged from implementation of SACMEQ's initial educational policy research project. The report looks broadly at five areas of policy concern: (1) baseline data for selected inputs to primary schools; (2) how conditions of primary schooling compare with the Ministry...
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A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders. The "Global Inventory of Regional and National Qualifications frameworks 2017, Volume II: National and regional cases" gives an update on...
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