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Decentralization, management of diversity and curriculum innovation: A study of literacy education in four African countries (Botswana, Kenya, South Africa and Uganda)

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Title: Decentralization, management of diversity and curriculum innovation: A study of literacy education in four African countries (Botswana, Kenya, South Africa and Uganda)


1
Decentralization, management of diversity and
curriculum innovationA study of literacy
education in four African countries (Botswana,
Kenya, South Africa and Uganda)
John Aitchison Centre for Adult Education,
University of KwaZulu-Natal, South Africa
2
The study
  • A situational study of literacy education
  • Two adjacent pairs of Anglophone countries
  • Kenya and Uganda
  • South Africa and Botswana
  • Aim to see how decentralization of literacy
    programme management (in relation to policies,
    planning, implementation, strategies, curriculum
    and practices) meets the diversity of languages,
    culture and contextual requirements in these
    countries.

3
Assumptions about the decentralization discourse
  • That it has a growing influence informing
    government and educational systems
  • That it is probably positive (though there are
    down sides)
  • That it is to be looked at in the context of
    attempts to reach Education for All and
    Millennium Development Goals

4
Terminological problems
  • What is literacy?
  • What is (adult) basic education?
  • What is non formal education?

5
Information problems
  • Difficulty in obtaining documents for comparative
    study
  • Need for consolidated digitised resources related
    to adult education in Africa
  • Note that effective decentralization requires
    transparent, accessible, understandable, client
    orientated information

6
Data problems
  • Accurate current statistics vital for comparative
    studies
  • Very real data problems and problems with
    projections made with such data.

7
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8
Information problems
  • Difficulty in obtaining documents for comparative
    study
  • Need for consolidated digitised resources related
    to adult education in Africa
  • Note that effective decentralization requires
    transparent, accessible, understandable, client
    orientated information

9
Information problems
  • Difficulty in obtaining documents for comparative
    study
  • Need for consolidated digitised resources related
    to adult education in Africa
  • Note that effective decentralization requires
    transparent, accessible, understandable, client
    orientated information

10
Information problems
  • Difficulty in obtaining documents for comparative
    study
  • Need for consolidated digitised resources related
    to adult education in Africa
  • Note that effective decentralization requires
    transparent, accessible, understandable, client
    orientated information

11
Information problems
  • Difficulty in obtaining documents for comparative
    study
  • Need for consolidated digitised resources related
    to adult education in Africa
  • Note that effective decentralization requires
    transparent, accessible, understandable, client
    orientated information

12
The unrealised vision
  • Adult (basic) education is a right (of the
    empowered citizen).
  • A good basic education is the foundation for
    work, training and career progression (of the
    citizen earning a livelihood).
  • An educated workforce is a requirement for a
    prosperous democratic society.

13
New directions?
  • Minister of Education concludes at ABET Rountable
    on 29 April 2005 that neither the existing
    formal ABET system nor the more non-formal SANLI
    has delivered.
  • She argues that ABET had become utilitarian and
    narrowand had sought to make adults like
    children we are teaching schooling! ABET
    would need to be reconceptualised.
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