排序方式： 共有12条查询结果，搜索用时 140 毫秒
1.
Tonic Maruatona 《International Journal of Lifelong Education》2013,32(6):476-491
The paper examines the potential role of adult education in the empowerment of civil society in Botswana. It shows that adult education can be instrumental in the empowerment of trade unions as organs of civil society in a liberal democracy. It argues that the country's democratic tradition can be sustained by a strong civil society. The paper traces the history of trade unions in Botswana showing that the state has mostly weakened them through legislation. It is contended that individuals participate in trade unions as their mouthpiece when they are in trouble with capital. Most trade union members reported not being aware of adult education activities in Botswana. The paper explores some of the weaknesses of the unions and suggests how adult education provision from adult basic education to adult and continuing education at the university could help to redress the workers' problems. It concludes by mapping out some practical ways in which adult education could empower the unions in Botswana as it has done elsewhere. 相似文献
2.
3.
Maruatona Tonic 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):271-273
International Review of Education - 相似文献
4.
5.
6.
7.
Tonic Maruatona 《International Journal of Lifelong Education》2013,32(6):547-560
Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations’ policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post‐colonial Africa transited from concern with service delivery, went through structural adjustment policies to focusing on African renaissance. It indicates that some countries have embraced lifelong learning as policy framework but have not made sufficient efforts to translate that in their teaching and learning. It contents that lifelong learning in Africa can only be effective if African communities are encouraged to make concerted efforts to embrace principles such as deliberative democracy, multiculturalism, decentralization of decision‐making and helping to redirect the agenda of civil society as a way to use lifelong learning to enhance public participation in Africa. 相似文献
8.
Tonic L. Maruatona 《International Journal of Lifelong Education》2013,32(4):377-395
Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffective pedagogical and civil society agencies. The paper argues that since 1994, SADC has transited from being preoccupied with fighting Apartheid to focus on regional development, it experienced structural adjustment policies and is currently playing a critical role in pursuit of African renaissance. The region faces challenges such as centralization of educational planning, lack of a concerted culture of democratic participation, failure to recognize cultural diversity, and poor civil society engagement. The paper contends that LLL would help SADC countries to decentralize educational decision-making, engage communities in democratic discourses, train facilitators to reflective practitioners and engage the civil society in facilitating the attainment of regional sustainable development agenda. 相似文献
9.
This article addresses the question of whether extension workers can change their attitudes and practices in order to promote participatory rural development by considering the case of Botswana. It discusses the emergent participatory extension paradigm which uses techniques such as participatory rural appraisal (PRA). It describes the new community‐based strategy for rural development in Botswana which includes the expectation that the extension services can be reorientated to facilitate increased community participation. Evidence is presented from research in 1995‐96 which evaluated a pilot project involving PRAs undertaken by extension workers in four districts. The project sought to find out systematically whether PRA could enhance the ability of the extension services to undertake participatory rural development. The findings suggest that extension workers can develop through training the attitudinal predisposition necessary for adopting a more participatory approach to extension practice. However, there are institutional and contextual constraints which present obstacles to implementing participatory rural development. It is therefore not certain that the proposal to expand the use of PRA on a national scale will lead to the anticipated reorientation of the extension services. 相似文献
10.