This document discusses two case studies of non-governmental organization (NGO) adult and non-formal education programs for poverty alleviation in Nigeria. The first case study examines Accord for Community Development's skills training program, which teaches vocational skills like soap making, welding, and electrical work. Trainees receive practical and entrepreneurship training to help them start small businesses. The second case study looks at Community Development Foundation's program combining literacy, numeracy, and livelihood skills training. Both programs aim to provide skills that improve incomes and lift people out of poverty. The document aims to identify lessons that can improve adult education programs for poverty reduction.
Adult and non formal education in the global context.Alexander Decker
This document summarizes an article on adult and non-formal education in a global context. It begins by defining key concepts such as what constitutes an adult and definitions of adult and non-formal education. It then explores how adult education is framed globally through initiatives like the Dakar Framework and Millennium Development Goals. International agencies supporting adult education, like UNESCO, UNICEF, UNDP are also discussed. Finally, it suggests developing countries increase funding for adult education, international agencies strengthen advocacy, and increased research to further enhance adult and non-formal education programs worldwide.
Maurits Spoelder. The Conceptualisation of Quality Education in Zambia. DRAFT...Maurits Spoelder
This document provides an outline for a dissertation submitted for a Master's degree. It discusses conceptualizations of quality education in Zambia. The dissertation aims to generate insight into how national and international stakeholders define quality education in Zambia. It adopts a qualitative methodology using interviews with 17 stakeholders to understand their different perspectives. The dissertation concludes that stakeholders have markedly different views on quality education and generally ignore pedagogical processes. It argues a multidimensional model called the Capability Approach could help measure education quality in Zambia's socioeconomic context by considering factors beyond test scores.
Sustainable national development through well managed adult educationAlexander Decker
1) The document discusses sustainable national development through well-managed adult education.
2) It argues that adult education is key to achieving sustainable development by addressing complex problems and shaping understanding to secure future generations.
3) Effective management of adult education programs, including use of local languages, establishing community learning centers, and increased funding, is needed for sustainable national development.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses the importance of quality and functional physics education for national transformation in Nigeria. It argues that physics education plays a key role in technological advancement and economic development, and is thus crucial for any nation seeking to progress. The document outlines several challenges facing the Nigerian education system, including inadequate funding, poor facilities, and lack of qualified teachers. It emphasizes that governments must commit to implementing educational policies and strengthening collaboration between different levels of government to improve physics education. Providing citizens with knowledge of physics will help root Nigeria's technological culture and lay the foundation for national reconstruction and stability.
The document discusses education for sustainable development in Haiti. It outlines the author's vision to bring together stakeholders to develop effective and sustainable education systems in Haiti to achieve quality education for all children by 2030. This will help rebuild Haiti after the 2010 earthquake and transform it into a developing country. The author's values that will guide their work include inclusive partnerships, local system engagement, focusing on equity and vulnerable groups. Key partners in this effort are identified. To achieve the vision, the author will promote collaboration, support credible education plans, ensure coordinated financing, and support improved education metrics. Progress will be measured using a collaborative approach based on PISA, which assesses learning outcomes.
Adult and non formal education in the global context.Alexander Decker
This document summarizes an article on adult and non-formal education in a global context. It begins by defining key concepts such as what constitutes an adult and definitions of adult and non-formal education. It then explores how adult education is framed globally through initiatives like the Dakar Framework and Millennium Development Goals. International agencies supporting adult education, like UNESCO, UNICEF, UNDP are also discussed. Finally, it suggests developing countries increase funding for adult education, international agencies strengthen advocacy, and increased research to further enhance adult and non-formal education programs worldwide.
Maurits Spoelder. The Conceptualisation of Quality Education in Zambia. DRAFT...Maurits Spoelder
This document provides an outline for a dissertation submitted for a Master's degree. It discusses conceptualizations of quality education in Zambia. The dissertation aims to generate insight into how national and international stakeholders define quality education in Zambia. It adopts a qualitative methodology using interviews with 17 stakeholders to understand their different perspectives. The dissertation concludes that stakeholders have markedly different views on quality education and generally ignore pedagogical processes. It argues a multidimensional model called the Capability Approach could help measure education quality in Zambia's socioeconomic context by considering factors beyond test scores.
Sustainable national development through well managed adult educationAlexander Decker
1) The document discusses sustainable national development through well-managed adult education.
2) It argues that adult education is key to achieving sustainable development by addressing complex problems and shaping understanding to secure future generations.
3) Effective management of adult education programs, including use of local languages, establishing community learning centers, and increased funding, is needed for sustainable national development.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses the importance of quality and functional physics education for national transformation in Nigeria. It argues that physics education plays a key role in technological advancement and economic development, and is thus crucial for any nation seeking to progress. The document outlines several challenges facing the Nigerian education system, including inadequate funding, poor facilities, and lack of qualified teachers. It emphasizes that governments must commit to implementing educational policies and strengthening collaboration between different levels of government to improve physics education. Providing citizens with knowledge of physics will help root Nigeria's technological culture and lay the foundation for national reconstruction and stability.
The document discusses education for sustainable development in Haiti. It outlines the author's vision to bring together stakeholders to develop effective and sustainable education systems in Haiti to achieve quality education for all children by 2030. This will help rebuild Haiti after the 2010 earthquake and transform it into a developing country. The author's values that will guide their work include inclusive partnerships, local system engagement, focusing on equity and vulnerable groups. Key partners in this effort are identified. To achieve the vision, the author will promote collaboration, support credible education plans, ensure coordinated financing, and support improved education metrics. Progress will be measured using a collaborative approach based on PISA, which assesses learning outcomes.
This document outlines the UNV Youth Volunteering Strategy for 2014-2017. It analyzes the current context of youth and volunteerism globally. Key points include:
- There are over 1.2 billion youth worldwide who face challenges like unemployment but also have great potential.
- Volunteerism can help address social issues and develop job skills for youth.
- Barriers to youth volunteerism include lack of opportunities, social exclusion, and limited research on impacts.
- Changes like increased travel and online volunteering are creating new opportunities for youth.
- The strategy aims to strengthen youth volunteerism and participation through principles, approaches and partnerships over the next four years.
The centrality of gender equality, women’s empowerment and the realization of women’s rights in achieving sustainable development has been increasingly recognized in recent decades.
This is evident in a number of international norms and agreements, including:
Principle 20 of the Rio Declaration on Environment and Development (1992);
The Beijing Declaration and Platform for Action (1995);
Report of the Fourth World Conference on Women, 1995;
The United Nations Conference on Sustainable Development (2012), etc
Spatial Distribution Pattern of Public Lower Basic Schools for the Implementa...SalemAluu
This study examined the Spatial Distribution Pattern of Public Lower Basic Schools for the Implementation of Lower Basic Education in Rivers State. One research question guided the study. The descriptive survey design was used. The population for the study was the 942 public lower basic schools in Rivers State. Stratified random sampling technique was used to draw the sample size of 289 schools. A handheld Global Positioning System receiver was the instrument used for the study. Nearest neighbour analysis was used to answer the research question. Findings revealed that the overall pattern of distribution of existing public lower basic schools in Rivers State is clustered. Specifically the distribution of schools in Degema and Akuku-Toru Local Government Areas is dispersed with Rn of 1.72 and 1.36 respectively. The pattern of distribution of Bonny, Opobo/Nkoro, Abua/Odual, Port Harcourt, Obio/Akpor and Ikwerre indicates a clustered pattern with Rn of 0.91, 0.83 0.84, 0.74, 0.72 and 0.24 respectively. The study therefore recommended among other things that the state governments should make policies that guide school mapping and ensure their strict compliance.
National development is a comprehensive and holistic process that aims to improve all aspects of individual and societal well-being within a nation. It includes expanding industries, agriculture, education, social, religious, and cultural institutions. National development can be defined as the balanced development of a nation across political, economic, social, cultural, scientific, and material dimensions. It refers to a country's ability to enhance its citizens' lives through material increases like GDP as well as social improvements like literacy and healthcare availability.
The document discusses modern trends in curriculum development in Kerala, India. It outlines Kerala's efforts to develop the Kerala Curriculum Framework in 2007, which was informed by the National Curriculum Framework of 2005. The curriculum aims to promote social justice, environmental awareness, citizenship, nationalism, human rights, and science and technology. It advocates for learner-centered methods that emphasize direct experience, cooperative learning, and developing inquisitiveness. The curriculum also focuses on vocational training and integrating traditional knowledge with modern science. Overall, the document discusses Kerala's efforts to reform its education system to address the needs of its diverse population and envision a just, equitable and prosperous future society.
The role of international organization in education policy and planningBiswajit Sarker
The document discusses the role of international organizations in education policy and planning. It provides an overview of several major international organizations involved in education including UNESCO, USAID, Save the Children, and UNICEF. It describes their key policies, objectives, and planning strategies. For example, it states that UNESCO advocates for universal primary education and developing curriculum internationally, while USAID focuses on access to education in crises and improving reading skills.
International Journal of Business and Management Invention (IJBMI)inventionjournals
This document discusses constraints to youth empowerment and national development in Nigeria. It identifies several key constraints facing Nigerian youth: lack of quality education, limited youth participation in research and data collection, high unemployment and underemployment rates, widespread poverty, the HIV/AIDS pandemic, discrimination against girls, and a digital divide. These constraints have hindered Nigerian youth from meaningfully contributing to national development and created conditions that can lead youth to engage in deviant behaviors. For Nigeria to achieve stability and development, it is critical that these obstacles facing youth are addressed and their potential is harnessed.
Educational program installation, manpower generation, and rural communities ...Alexander Decker
1) The document discusses the role of education in manpower development and rural community development in Gokana local government area of Rivers State, Nigeria.
2) It investigates whether educational programs enhance manpower levels and subsequent community development.
3) The findings show that education has a positive impact on community development by improving social status, affecting manpower development, promoting social well-being, and enhancing infrastructure, political awareness, and inter-personal communication.
The document discusses youth development and skills training in India, outlining various national youth policies, challenges faced by Indian youth including low literacy and lack of skills, and programs run by different government ministries to provide skills training and boost employability. It notes the changing definition of "youth" in policies from ages 13-35 to 16-30 and priorities around developing identity, education, skills, and addressing unemployment.
The document discusses access to quality education for all in Zambia. It notes that while Zambia has made progress toward this goal, challenges remain. The free primary education policy has increased enrollment rates, but financial barriers prevent universal access. Quality of education also needs improvement, as early childhood programs and secondary education remain underfunded. The document calls for continued efforts to ensure all Zambians can attain their right to education.
Udisha is a non-profit organization that aims to strengthen social development through education and employment. It provides job training to unemployed youth, organizes environmental education programs, and works to prevent child abuse and empower women. Udisha recognizes education as a tool for employment and social development. It supports the goals of the Indian government while also collaborating with other NGOs internationally. Moving forward, Udisha seeks to open more skill development centers and continue its work preventing violence and uplifting vulnerable groups through education.
Education for youth: preconditions for SDGsLe Thien Tri
Education is key to achieving the UN Sustainable Development Goals (SDGs). Youth will play a central role in implementing the SDGs due to their large numbers, potential for driving social change, and existing infrastructure for youth participation. However, quality education is needed to empower youth and unlock their potential. The document argues that education contributes directly to achieving many SDGs by improving employment, reducing poverty and inequality, boosting health, and fostering environmental stewardship. It recommends that UNESCO prioritize education for youth, coordinate across UN agencies to support national education efforts, engage the private sector and civil society, and hold governments accountable for education commitments.
Evaluation of community participation in unicef assisted adult and nonGabriel Ken
The study was aimed at evaluating community participation in UNICEF assisted adult and non-formal education literacy programmes in South East zone of Nigeria. Seven research questions and three null hypotheses were formulated. The study was a descriptive survey involving one hundred and sixty seven UNICEF- assisted adult and non-formal education literacy centers
The document discusses youth participation in development in Indonesia. It notes that Indonesia has a large youth population, with 33% under age 35, presenting an opportunity for development. However, many youth are unable to fully participate due to issues like limited education, health care, poverty, and unemployment. The document recommends investing in youth through education, life skills training, and health services to foster youth leadership and empowerment. It also stresses the importance of meaningful youth participation in decision-making to develop policies that meet their needs and ensure youth can help shape their own future.
The document discusses the opportunities for youth in Indonesia to participate in and drive the creative economy. It notes that Indonesia has over 65 million youth who are heavily engaged with technology and could become drivers of innovation. However, many youth still face barriers to participating in the creative economy such as inadequate education, lack of access to capital, and unequal access to technology between urban and rural areas. The document recommends strengthening education systems to better prepare youth for the job market and creative economy, including learning beyond the classroom, and ensuring collaboration between academic and business sectors.
Youth councils an effective way to promote youth participationDr Lendy Spires
This document discusses youth councils and their effectiveness in promoting youth participation. It provides 6 case studies of youth councils operating at local, national, regional, and international levels in Africa. The case studies illustrate different types of youth councils based on their focus, structure, and roles. Effective youth councils are found to have clearly defined purposes and roles, engage youth in meaningful decision-making, and provide skills development opportunities for participating youth. They can positively impact youth participants through increased confidence and skills, as well as broader communities through advocacy and projects.
This document provides an education status report for Gujarat, India. It discusses literacy rates in Gujarat which have increased significantly over time but remain lower for females, Scheduled Castes, and Scheduled Tribes. The administrative structure and organizations involved in primary education in Gujarat are outlined. Budget allocations for education in Gujarat have increased but remain lower than many other Indian states on a per student basis. Key findings from annual education surveys in Gujarat are also summarized.
Quest in Education ISSN0048-6434 January 2018VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
The present paper seeks to explain the issues plaguing higher education in India against the backdrop of globalization and resultant demand for higher standard of quality education. While the demand for higher education has been growing, system has rendered itself as ill-equipped to meet the needs of different strata of society. To government, higher education receives a low priority. Short term measures such as hikes in course fee, appointing part time teachers, introducing paid and market oriented courses are being adopted by the government that in the long run defeat the very social objectives of higher education. In the era of globalization, states are more competitive and even more interdependent. Even the future of state is more dependent on the creation of new knowledge to suit its people in the discharge of their duties in administration, business and in all other areas. This possible if right to higher education is recognized as one of the individual and higher embraces the principle of equality
Effects of poverty on children educational attainment in isua, akoko south ea...Alexander Decker
This document examines the effects of poverty on children's educational attainment in Isua, Akoko South East Local Government Area of Ondo State, Nigeria. It finds that a parent's level of education, role models, and independent income greatly influence children's educational attainment, while parental income and government policy do not. Poverty has increased school dropout rates and prevented access to education. The researchers recommend investing in formal and vocational education, improving governance of education, and involving local communities to increase enrollment and completion rates.
The Association for Contemplative Mind in Higher Education (ACMHE) is a multidisciplinary nonprofit that advocates for integrating contemplative practices into higher education. It aims to cultivate personal and social awareness, support meaningful inquiry, and educate citizens who promote compassion. The ACMHE emerged from the Association for Contemplative Mind in response to the growing field of contemplative education. It brings together educators and scholars to develop a culture of contemplation and integrate all aspects of learning.
This document provides a list of topics related to adult education and controversial issues. It then lists various organizations grouped by their positions on issues like abortion, adoption, affirmative action, alcohol, animal rights, bioethics, and others. For each issue, websites or organizations that take a generally "pro" or "con" position are identified. The document aims to help people learn about controversial topics through exploring different perspectives on the issues.
This document outlines the UNV Youth Volunteering Strategy for 2014-2017. It analyzes the current context of youth and volunteerism globally. Key points include:
- There are over 1.2 billion youth worldwide who face challenges like unemployment but also have great potential.
- Volunteerism can help address social issues and develop job skills for youth.
- Barriers to youth volunteerism include lack of opportunities, social exclusion, and limited research on impacts.
- Changes like increased travel and online volunteering are creating new opportunities for youth.
- The strategy aims to strengthen youth volunteerism and participation through principles, approaches and partnerships over the next four years.
The centrality of gender equality, women’s empowerment and the realization of women’s rights in achieving sustainable development has been increasingly recognized in recent decades.
This is evident in a number of international norms and agreements, including:
Principle 20 of the Rio Declaration on Environment and Development (1992);
The Beijing Declaration and Platform for Action (1995);
Report of the Fourth World Conference on Women, 1995;
The United Nations Conference on Sustainable Development (2012), etc
Spatial Distribution Pattern of Public Lower Basic Schools for the Implementa...SalemAluu
This study examined the Spatial Distribution Pattern of Public Lower Basic Schools for the Implementation of Lower Basic Education in Rivers State. One research question guided the study. The descriptive survey design was used. The population for the study was the 942 public lower basic schools in Rivers State. Stratified random sampling technique was used to draw the sample size of 289 schools. A handheld Global Positioning System receiver was the instrument used for the study. Nearest neighbour analysis was used to answer the research question. Findings revealed that the overall pattern of distribution of existing public lower basic schools in Rivers State is clustered. Specifically the distribution of schools in Degema and Akuku-Toru Local Government Areas is dispersed with Rn of 1.72 and 1.36 respectively. The pattern of distribution of Bonny, Opobo/Nkoro, Abua/Odual, Port Harcourt, Obio/Akpor and Ikwerre indicates a clustered pattern with Rn of 0.91, 0.83 0.84, 0.74, 0.72 and 0.24 respectively. The study therefore recommended among other things that the state governments should make policies that guide school mapping and ensure their strict compliance.
National development is a comprehensive and holistic process that aims to improve all aspects of individual and societal well-being within a nation. It includes expanding industries, agriculture, education, social, religious, and cultural institutions. National development can be defined as the balanced development of a nation across political, economic, social, cultural, scientific, and material dimensions. It refers to a country's ability to enhance its citizens' lives through material increases like GDP as well as social improvements like literacy and healthcare availability.
The document discusses modern trends in curriculum development in Kerala, India. It outlines Kerala's efforts to develop the Kerala Curriculum Framework in 2007, which was informed by the National Curriculum Framework of 2005. The curriculum aims to promote social justice, environmental awareness, citizenship, nationalism, human rights, and science and technology. It advocates for learner-centered methods that emphasize direct experience, cooperative learning, and developing inquisitiveness. The curriculum also focuses on vocational training and integrating traditional knowledge with modern science. Overall, the document discusses Kerala's efforts to reform its education system to address the needs of its diverse population and envision a just, equitable and prosperous future society.
The role of international organization in education policy and planningBiswajit Sarker
The document discusses the role of international organizations in education policy and planning. It provides an overview of several major international organizations involved in education including UNESCO, USAID, Save the Children, and UNICEF. It describes their key policies, objectives, and planning strategies. For example, it states that UNESCO advocates for universal primary education and developing curriculum internationally, while USAID focuses on access to education in crises and improving reading skills.
International Journal of Business and Management Invention (IJBMI)inventionjournals
This document discusses constraints to youth empowerment and national development in Nigeria. It identifies several key constraints facing Nigerian youth: lack of quality education, limited youth participation in research and data collection, high unemployment and underemployment rates, widespread poverty, the HIV/AIDS pandemic, discrimination against girls, and a digital divide. These constraints have hindered Nigerian youth from meaningfully contributing to national development and created conditions that can lead youth to engage in deviant behaviors. For Nigeria to achieve stability and development, it is critical that these obstacles facing youth are addressed and their potential is harnessed.
Educational program installation, manpower generation, and rural communities ...Alexander Decker
1) The document discusses the role of education in manpower development and rural community development in Gokana local government area of Rivers State, Nigeria.
2) It investigates whether educational programs enhance manpower levels and subsequent community development.
3) The findings show that education has a positive impact on community development by improving social status, affecting manpower development, promoting social well-being, and enhancing infrastructure, political awareness, and inter-personal communication.
The document discusses youth development and skills training in India, outlining various national youth policies, challenges faced by Indian youth including low literacy and lack of skills, and programs run by different government ministries to provide skills training and boost employability. It notes the changing definition of "youth" in policies from ages 13-35 to 16-30 and priorities around developing identity, education, skills, and addressing unemployment.
The document discusses access to quality education for all in Zambia. It notes that while Zambia has made progress toward this goal, challenges remain. The free primary education policy has increased enrollment rates, but financial barriers prevent universal access. Quality of education also needs improvement, as early childhood programs and secondary education remain underfunded. The document calls for continued efforts to ensure all Zambians can attain their right to education.
Udisha is a non-profit organization that aims to strengthen social development through education and employment. It provides job training to unemployed youth, organizes environmental education programs, and works to prevent child abuse and empower women. Udisha recognizes education as a tool for employment and social development. It supports the goals of the Indian government while also collaborating with other NGOs internationally. Moving forward, Udisha seeks to open more skill development centers and continue its work preventing violence and uplifting vulnerable groups through education.
Education for youth: preconditions for SDGsLe Thien Tri
Education is key to achieving the UN Sustainable Development Goals (SDGs). Youth will play a central role in implementing the SDGs due to their large numbers, potential for driving social change, and existing infrastructure for youth participation. However, quality education is needed to empower youth and unlock their potential. The document argues that education contributes directly to achieving many SDGs by improving employment, reducing poverty and inequality, boosting health, and fostering environmental stewardship. It recommends that UNESCO prioritize education for youth, coordinate across UN agencies to support national education efforts, engage the private sector and civil society, and hold governments accountable for education commitments.
Evaluation of community participation in unicef assisted adult and nonGabriel Ken
The study was aimed at evaluating community participation in UNICEF assisted adult and non-formal education literacy programmes in South East zone of Nigeria. Seven research questions and three null hypotheses were formulated. The study was a descriptive survey involving one hundred and sixty seven UNICEF- assisted adult and non-formal education literacy centers
The document discusses youth participation in development in Indonesia. It notes that Indonesia has a large youth population, with 33% under age 35, presenting an opportunity for development. However, many youth are unable to fully participate due to issues like limited education, health care, poverty, and unemployment. The document recommends investing in youth through education, life skills training, and health services to foster youth leadership and empowerment. It also stresses the importance of meaningful youth participation in decision-making to develop policies that meet their needs and ensure youth can help shape their own future.
The document discusses the opportunities for youth in Indonesia to participate in and drive the creative economy. It notes that Indonesia has over 65 million youth who are heavily engaged with technology and could become drivers of innovation. However, many youth still face barriers to participating in the creative economy such as inadequate education, lack of access to capital, and unequal access to technology between urban and rural areas. The document recommends strengthening education systems to better prepare youth for the job market and creative economy, including learning beyond the classroom, and ensuring collaboration between academic and business sectors.
Youth councils an effective way to promote youth participationDr Lendy Spires
This document discusses youth councils and their effectiveness in promoting youth participation. It provides 6 case studies of youth councils operating at local, national, regional, and international levels in Africa. The case studies illustrate different types of youth councils based on their focus, structure, and roles. Effective youth councils are found to have clearly defined purposes and roles, engage youth in meaningful decision-making, and provide skills development opportunities for participating youth. They can positively impact youth participants through increased confidence and skills, as well as broader communities through advocacy and projects.
This document provides an education status report for Gujarat, India. It discusses literacy rates in Gujarat which have increased significantly over time but remain lower for females, Scheduled Castes, and Scheduled Tribes. The administrative structure and organizations involved in primary education in Gujarat are outlined. Budget allocations for education in Gujarat have increased but remain lower than many other Indian states on a per student basis. Key findings from annual education surveys in Gujarat are also summarized.
Quest in Education ISSN0048-6434 January 2018VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
The present paper seeks to explain the issues plaguing higher education in India against the backdrop of globalization and resultant demand for higher standard of quality education. While the demand for higher education has been growing, system has rendered itself as ill-equipped to meet the needs of different strata of society. To government, higher education receives a low priority. Short term measures such as hikes in course fee, appointing part time teachers, introducing paid and market oriented courses are being adopted by the government that in the long run defeat the very social objectives of higher education. In the era of globalization, states are more competitive and even more interdependent. Even the future of state is more dependent on the creation of new knowledge to suit its people in the discharge of their duties in administration, business and in all other areas. This possible if right to higher education is recognized as one of the individual and higher embraces the principle of equality
Effects of poverty on children educational attainment in isua, akoko south ea...Alexander Decker
This document examines the effects of poverty on children's educational attainment in Isua, Akoko South East Local Government Area of Ondo State, Nigeria. It finds that a parent's level of education, role models, and independent income greatly influence children's educational attainment, while parental income and government policy do not. Poverty has increased school dropout rates and prevented access to education. The researchers recommend investing in formal and vocational education, improving governance of education, and involving local communities to increase enrollment and completion rates.
The Association for Contemplative Mind in Higher Education (ACMHE) is a multidisciplinary nonprofit that advocates for integrating contemplative practices into higher education. It aims to cultivate personal and social awareness, support meaningful inquiry, and educate citizens who promote compassion. The ACMHE emerged from the Association for Contemplative Mind in response to the growing field of contemplative education. It brings together educators and scholars to develop a culture of contemplation and integrate all aspects of learning.
This document provides a list of topics related to adult education and controversial issues. It then lists various organizations grouped by their positions on issues like abortion, adoption, affirmative action, alcohol, animal rights, bioethics, and others. For each issue, websites or organizations that take a generally "pro" or "con" position are identified. The document aims to help people learn about controversial topics through exploring different perspectives on the issues.
This document provides an introduction to the course EDA 811: Concept and Theories of Educational Administration and Planning offered by the National Open University of Nigeria. The course is a core 2-credit course for students pursuing a M.Ed in Administration and Planning. The course aims to expose students to key concepts and theories in educational administration and planning to help them better perform administrative roles in educational settings. The 19 units will cover topics such as the nature of administration, organizational principles and theories, decision making, school administration, educational planning approaches, and the administration of education in Nigeria. Upon completing the course, students should have an understanding of important concepts and theories and be able to apply them to practice administrative tasks and roles in education.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Open educational resources (oer) power pointrobinec
Open educational resources (OER) are teaching and learning materials that are freely available online for anyone to use, adapt and share. OER include full courses, textbooks, modules, videos and other materials. There are several advantages to using OER, such as reducing costs for students, increasing accessibility of educational resources worldwide, and allowing for customization and incorporation of updated content. However, some disadvantages include the effort required to evaluate and validate large volumes of OER materials, lack of funds to support ongoing updates and maintenance, and potential issues with attribution, copyright and access to technology for disadvantaged students.
The document discusses a proposed project called "YES" that aims to improve living conditions for underprivileged youth involved in informal sectors. It notes problems in India like poverty, hunger and unemployment despite economic growth. The project would work in key unorganized sectors like waste management, education, and healthcare to make services more accessible. It would provide education, training and job opportunities through environmentally sustainable services. Action plans include better communication between government and youth, waste management and recycling initiatives, and sustainable livelihood programs like "green jobs." The goal is to support underprivileged youth through socially and environmentally accountable opportunities.
Integrating technical and vocational education in youth empowerment programme...Alexander Decker
This document discusses integrating technical and vocational education into youth empowerment programs in Nigeria to address high unemployment. It argues that including TVET can better equip youth with practical skills for self-employment or jobs. Currently, many such programs lack TVET and have not achieved expected results. Integrating TVET could reduce unemployment and increase economic growth by developing vocational skills not provided by traditional education. The document recommends making TVET a priority in funding and including it in all youth empowerment and job training programs.
This document summarizes an online discussion between experts from the UN Department of Economic and Social Affairs and participants from around the world about the recently published World Economic and Social Survey 2013. The experts answered questions on topics like sustainable development challenges in food, energy, and cities. They discussed how the UN addresses issues like sustainability in developing countries and ways citizens can improve sustainable development locally. Reducing waste, increasing agricultural productivity, and making employment a sustainable development goal were also debated. The discussion highlighted the need for innovative strategies and partnerships to achieve sustainable development goals.
Unpaid care work disproportionately burdens women around the world, limiting their economic participation. This document outlines policy recommendations to address this issue from an OECD report. It recommends (1) designing development programs and policies that target reducing and redistributing unpaid care work; (2) increasing awareness and advocacy around recognizing unpaid care responsibilities; and (3) developing social protections like cash transfers and pensions that support caregivers without exacerbating gender roles. Monitoring impacts and engaging diverse stakeholders can help ensure policies effectively support both caregivers and care receivers.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Caribbean Studies - CAPE Unit 2 - Internal Assignment/IA 2017John Doe
This document appears to be a research paper or project on the topic of how poverty affects social development in Lengua Village, Princes Town, Trinidad and Tobago. It includes an introduction outlining the research problem, purpose, objectives and definitions. It also includes a literature review summarizing several sources on the relationship between poverty and social development. For data collection, the author used a questionnaire distributed to households in the village as well as secondary sources like books and articles. The document goes on to present and analyze the collected data, discuss findings, and provide conclusions and recommendations.
An assessment of national poverty eradication programme on wealth creation in...Alexander Decker
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Adult and non formal education programmes of non-governmental organizations for poverty alleviation in nigeria
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 11, 2012
Adult and Non-Formal Education Programmes of
Non-Governmental Organizations for Poverty Alleviation in
Nigeria: What can be learnt from the Practice?
Dr. John M. Patrick* Dr. Christiana N. Ijah**
Department of Adult and Non-formal Education University of Port Harcourt P. M. 5323
Port Harcourt Rivers State Nigeria.
jopatmoo@yahoo.com* ijahchristy@yahoo.com**
Abstract
Non-governmental Organisations over the years have been complementing the effort of the government in solving
the problem of poverty and illiteracy through education intervention programmes. Some of these programmes
seem to be more successful than the government led programmes and if that is true, what can be learnt from the
experiences of the NGOs to improve the provision of adult and non-formal education programmes for poverty
alleviation and community development?. This paper therefore examines two NGOs programmes for poverty
alleviation and community development. The study is a case study and the methodology adopted is the descriptive
survey method. Focus Group Discussion (FDG), questionnaire, and observation were used to collect data and the
information obtained was triangulated. From the findings, what can be learnt from the NGOs experiences were the
use of participatory poverty assessment to identify the training needs of the poor adult learners, the combination of
vocational skill training with entrepreneurship skill and personality development. It is therefore recommended that
skill acquisition training programme for poverty alleviation and community development must be community
based and well embedded to accommodate the divers training needs of individual and communities.
Keywords: Poverty, Non-Formal Education, Andragogy, Training, Livelihood.
Introduction
Poverty and its related issues have been at the centre of national and international discourse. This is because
poverty is a global scourge, a threat to humanity and community capacity for sustained development. According to
Gaolathe (2004) one in five of the world’s population- two third of them women – live in abject poverty and more
than 24 percent of the population of the developing and emerging industrialized nations live in less than US $1 a
day. This situation has not changed even with the declaration of the United Nation Millennium Development Goals
(MDGs) which has the “eradication of extreme poverty and hunger” as its first goal; with the target of “halving
those living on less than a dollar a day in 2015”. In Nigeria poverty is pervasive, 65 million people which is about
half the population is said to live below one dollar a day, with 8 million children having no access to education
(This Day Tuesday, October 24, 2006). The 2010 Human Development Index report released by United Nation
Development Programme (UNDP), Nigeria was classified as a country with low human development index and as
one of the ‘E 9’ countries that is countries among the 9 countries in the world with the highest number of illiterates.
These not only affirm the level of poverty but the poverty of human capital development in Nigeria. What had
sustained and accentuated the poverty level in Nigeria among others is the lack of basic skills and capacity for
productive venture. The educational system tends to emphasize the three ‘Rs’: reading, writing and arithmetic
without any appreciable scientific and technological skill. Apart from this pitfall of the educational system, greater
number of children drops out of school before their ninth year of continued formal education due to poverty.
Since the declaration of the MDGs government and Non-governmental Organizations have embarked on
various forms of adult and non-formal education for the eradication of poverty. This is in recognition of the fact
that poverty and illiteracy tangle and are intertwine. Duke (1988) had observed that there is a compelling
cumulative evidence of the importance of adult and non-formal education for the reduction of poverty and
removing its causes – provided certain conditions are met. Adult and non-formal education with its andragogical
principle emphasizes learning to do base on livelihood skills rather than learning to remember as in pedagogy.
Strassburg (2008) observed that educational intervention including adult education enable people to improve their
chances, realize their full potential and to improve their well-being. Such educational intervention programmes
have helped communities to become empowered, fostered community level participation, and the creation of
social capital. However not all such programmes can produce such positive outcome as Abazi (2005) puts it:
‘unsuccessful experiences abounded’. Adult education practitioners have been concerned with developing and
implementing adult and non-formal education programmes as well as replicating such programmes in developing
countries to address social vices and developmental needs.
Patrick (2010) observed that most NGOs claimed to be successful in their adult non-formal education
programmes for poverty reduction in both rural and urban communities. Several reports and newsletters of NGOs
1
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 11, 2012
tend to suggest that (Community Development Foundation, 2003 and Growing Business Foundation, 2004).
NGOs such as Accord for Community Development (ACCORD), Community Development Foundation (CDF),
and Centre for Development Support Initiative (CEDSI) in Nigeria have over the years embarked on non-formal
education programmes for alleviation of poverty. The issue is how successful are these programmes and what
lesson can adult education practitioners learn to improve practice and theory of adult learning for livelihood skill
training in rural and urban communities for poverty alleviation and community development. This paper therefore
examines the adult non-formal education programmes of two NGOs in Nigeria and how these programmes were
used to address the problem of poverty and community development.
Methodology
The methodology adopted for this study was a multi-facet approach involving case study and descriptive survey
research design. The case study approach was adopted in order to have an in-depth examination of the training
programmes of the respective NGOs. The techniques adopted for data collection were questionnaire, focus group
discussion (FGD), documentary analysis, and direct observation. Both the questionnaire and the focus group
discussion centre on two thematic areas, appropriateness of the design of the programme and the impact of the
programme on the beneficiaries and their community. The questionnaire was used to collect more specific
information about the participants, particularly their demographic data which also help to provide the baseline
status of the beneficiaries and in general the poverty situation in the operational areas of the NGOs. It was not
possible to administer the questionnaire to all the participants of the programmes; hence in each of the programme
selected for the respective NGOs, 20 percent of the beneficiaries were sampled. In respect of the FGD a total of
two sessions was conducted one for each NGO. Furthermore, data were collected through participatory
observation. This ensures greater understanding of the cases and to find out what happens, when and where, and to
get a holistic picture of the intervention programmes.
Case Studies
Case study 1: Accord for Community Development’s Adult Non-formal Education Programme:
Accord is a frontline non-governmental organization in Nigeria. It was registered in 1988 as a grass root non-profit
organization and later evolved to a rural development union in 1993. It initially focused on provision of soft loan to
cooperatives but the increasing challenges of community development, economic empowerment, and
entrepreneurial development led to the repositioning of the NGO to an organization that seeks to educate and
increase the awareness of poor people on various socio-economic issues that affect them so that they can become
active and informed human resource and participate in their community development. The goal of the NGO is to
stimulate economic development by initiating programmes that promote participatory self-help initiatives and
spread the ideals of democratic governance as well as resource allocation and mobilization in rural and urban
communities.
In achieving its objectives, ACCORD has embarked on a number of adult non-formal education programmes.
These includes entrepreneurial development programme, capacity building training programme for rural women,
skill acquisition training, reproductive health education programme, agricultural development and extension
services, and community and civic education. In the skill acquisition programme soap making, welding, electrical
installation, pipe fitting and plumbing are taught. The training programmes last for between 6 months to two years.
The NGO through need assessment and Participatory Rural Appraisal identify the needs of the adult members of
the communities, engage the adults and assigned them to a trainer under whom they undergo an apprenticeship.
While the trainees undergo practical training from an experienced trainer in the workshop, the NGO towards the
end of the programme expose the trainees to some sort of management and entrepreneurial development skill
including accounting skill. The trainees, after the completion of the programme are usually mentored through the
support services of the NGO to enable them develop their vocation and enterprise.
Through fund from Department for International Development (DFID) of the British Government managed
by British Council, ACCORD facilitated micro enterprises such as agro-allied and cottage industries in various
communities. Those trained under the skill acquisition programme are usually given credit facility under the DFID
fund. The NGO has undertaken the training and development of the following enterprises: cottage industries in
welding and fabrication, soap making, carpentry, automobile mechanic, chalk factory, bakery; and in agro-allied
industries like snail breeding, cassava mills, oil palm mills, kernel cracking and oil extraction. The pattern of
ACCORD adult non-formal education programme is that in any community which it has a development
intervention programme adult members who are willing to acquire certain basic livelihood skills needed in their
community are trained on a particular skill for a period of time. Within the period of the training the trainees are
paid to cover their launch, transport and other minor exigencies. The payment of such allowance is in recognition
2
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 11, 2012
of the fact that the adult learners have some financial obligation either as a home maker or a responsible and
independent adult.
Case Study 2: Community Development Partners’ (CODEP) Adult and non-formal education programme
CODEP is a non-governmental organization established in 1989. It works predominantly in collaboration with
Community Based Organisations (CBOs), Multi-national Corporations, international agencies, government,
women groups and cooperative societies to improve the socio-economic well being and overall quality of life in
rural and urban communities. CODEP seeks to promote sustainable development, self-reliance, community
empowerment and eradicate poverty through education and training. The NGO’s education and training
programme focuses on the adult members of the benefiting communities and it is non-formal in nature. The
programme is technical and vocational oriented. The organization organizes programmes leading to the acquisition
of adaptive technical/vocational skills and leadership capacity in communities. In its skill acquisition training
programme the following skills are taught: fashion design; tailoring; welding and fabrication; computer operation,
application and maintenance; boat engine repairs; confectionaries; building and masonry, and bread making. With
the support of Shell Petroleum Development Company (SPDC) CODEP had trained over 1320 youths and adults
in the Niger Delta region of Nigeria.
CODEP uses primary school buildings in each locality as its training centers and engages the services of
experts in each vocational area as facilitators except in areas of entrepreneur development where it has to engage
the services of its staff as facilitators. The NGO provides mobile workshops and so could move the facilities from
one locality to another. The trainees after certain period of training are sent on industrial attachment to an
established entrepreneur in their respective vocation. CODEP at the end of the training programme provides starter
packs to the trainees to enable them immediately start their own establishment. The trainees are also taught
entrepreneur development skills to develop their capacity to manage small scale enterprise.
CODEP adult and non-formal education programme is based on the philosophy of participatory shared
learning methodology (PSLM). Through the PSLM, learners participate in determining the learning objectives and
exert sustainable control over the content and methods. The facilitators also use small group discussions, practical
demonstrations for sharing experiences and reinforcement of learnt skills. The CODEP skill acquisition training
programme is adult and non-formal education in the sense that the participants in the programme are mature and
responsible people; secondly the programme is undertaken outside the regular school programme. The programme
is aimed at enabling participants to acquire vocational skills, establish income generating activities in rural and
urban communities and develop community capacity to become self-reliant. In addition to the livelihood skill
training CODEP tries to conscentize its trainees on reproductive health and HIV/AIDS. Trainees had at least 8
hours class session on these aspects throughout the duration of the programme.
Finding and Recommendations
This section summaries results of the case studies and identify effectiveness indicators and good practice in adult
and non-formal education programmes for poverty alleviation and community development. Information from the
case studies is triangulated. The effectiveness indicators identified includes accessibility and participatory level,
approach, training offered, strategies and poverty issues addressed, financial sustainability, institutional and
human capacity development, appropriateness of the design and outcome/impact. These indicators are necessary
criterion for evaluating an adult and non-formal education programmes for poverty alleviation and community
development.
Programme Structure and Organisation
…if the training centre was accessible and there was high level of Participation: The study shows that the
two NGOs skill acquisition programmes were community based, with skills taught at the centers based on
individual and community felt needs. The location of the training centre was not too distant to the participants and
the programme was flexible enough for the participants to still attend their regular social and economic
engagements in their communities. The respondents agreed that the level of participation and the enthusiasm for
participation increased because the programme is located within the domain of the target beneficiaries.
…if the approach is relevant to and intended to address the problems of the poor:
The two NGOs studied followed a direct approach to addressing the problem of the poor mainly unemployment,
lack of vocational skills, poor leadership capacity, financing business enterprises, financial discipline and
accounting in small scale enterprises. The study shows that skill acquisition training programme will be successful
if the organization adopts an embedded training approach where vocational skill training is combine with other
skills so that trainees will be an all-round and well developed person with high self-esteem, management capacity
and entrepreneurial ability. All the NGOs studied offered more than one training programme, resulting in a variety
of interventions and topics addressed to meet the immediate needs of the participants. It seem that attendance by
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the poor people in adult and non-formal education programmes of NGOs is more likely if there is the possibility of
acquiring livelihood skills and establishing an income generating venture at the end of the programme. None of the
NGOs investigated included basic literacy programme, however computer literacy was common in all the
intervention programmes because of the increasing trend in computer technology. Some of the beneficiaries were
illiterate but they were able to undergo the vocational training because it is more practical than theoretical. For
those with basic literacy, the training programme provided a literacy environment for them to consolidate on their
literacy skill; while for the illiterates the programme further challenged them to acquire literacy skill. But some of
the beneficiaries in course of the practice of the new vocational skill began to develop literacy skill. For instance,
for the tailors through taking measurement of their client they learnt writing and numeracy skills.
Training
An adult and non-formal education intervention programme for poverty alleviation and community development
is most likely to be effective:
… if pedagogical method used promote active participation of the learners: All the interventions
programmes used activating and arousing methods that promotes enthusiastic participation and learning by doing.
The NGOs encouraged practical training and demonstration; used small group discussion, experiential method,
and participatory tools like flow chart, matrices, diagrams, oral histories, and mapping exercises. These help to
reinforce learning and make the learning real and practical.
…if the training increased leadership capacity: Developing local leadership means working, with and
building on the existing strength and community capacities. The programmes of the NGOs help to increase local
leadership capacity as the existing local expertise was engaged to facilitate in the training. The poor lacks the
capacity for local leadership because the poor lacks self-esteem and the capacity to led and exact influence in their
community. So for the NGOs to include leadership training in the programme is to enable the trainees to regain
their self-ego, imbibe the capacity to participate in their community and take the lead in what concern them.
Targeting
Need assessment is required in any intervention to identify the target beneficiaries and their problems. A number
of studies confirm that poverty is pervasive in Nigeria among urban and rural dwellers, women and men and even
the educated and the uneducated (Ajakaiye & Adeyeye, 2001, Idada, 2003, and Agbaegbu, 2009). However, the
nature of poverty differ among the various categories of people so to adopt the right strategy a need assessment is
required to prioritize the needs and design the programme according to most pressing needs of the people. Target
groups need to be precisely defined and the projects need to be specific to the needs of the target group in terms of
expectations and prior knowledge of the participants in order to avoid high drop-out rate. The lack of effective
targeting mechanisms enables people who are not the preferred targets to participate and hijack the programme.
Local elites as community leaders often take greater advantage of intervention programmes in rural areas and
further insubordinate the poor. When programme is able to get its target beneficiaries’ sustainability will be
assured. Harrison, Worrall & Wiseman (2006) observed that effective selection of individuals or groups, and
assessment of the beneficiaries have positive impacts on the project sustainability and fund can be used efficiently
if they are channeled to individuals or groups with the greatest needs and with the greatest ability to benefit.
Similarly, Narayan, Patel, Schafft, Rademacher & Koch-Schulte (2000) pointed out that when there is no effective
mechanism for selecting the target beneficiaries of an educational intervention programme it may be subverted by
the local elites and the avowed objectives will not be realized. The finding of this study tends to corroborate the
assertion of Narayan et al that an intervention programme for poverty alleviation will be effective if participatory
poverty assessment is done before the commencement of the programme. This is because the success of the two
NGOs can be attributed to the robust need assessment and the designing of the programmes according to the needs
of the beneficiaries.
…if prior assessment was conducted to identify the target group, their problems and needs: The study
revealed that the NGOs adopted rural development approach particularly participatory rural appraisal
methodology in identifying the needs and prioritizing the needs of individuals and communities. Through the
needs assessment the target beneficiaries were able to make inputs in the programme design and in the formative
analysis. Furthermore, the study revealed that through the need assessment the poor express their voice and to
interact with the programme planners in designing the programme.
… if the beneficiaries share some common characteristics in the community: the study revealed that the
beneficiaries share certain common characteristics such as being unemployed or underemployed, having low
income or no major source of income, being dependent on others either ones’ husband, parent, uncle, aunt and so
on. These characteristics are the hallmarks of the poor people. The beneficiaries speak of their indebtedness,
exploitation and vulnerability before their involvement in the NGOs intervention programme. According to
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Narayan et al poverty is an interlocking and multidimensional phenomenon with many characteristics such as
being exploited and vulnerable to humiliation and inhuman treatment. If the beneficiaries share these
characteristics then it implies that the NGOs were able to reach their target beneficiaries.
Appropriateness
The appropriateness of the adult non-formal education is described here in terms of the design, facilities used,
content of the training programme, and the duration.
…if the design of the programme is appropriate: The respondents agreed that the design of the
programme of the NGOs were appropriate in terms of the design. The training was conducted both on weekends
and week days with morning and afternoon sessions. This allow for some degree of flexibility. The adult learner is
a busy learner with divers’ activities but limited time. So, adult learners will not like a learning activity that so
preoccupy them and interfere with their other life activities. By having these various sessions the NGOs were able
to accommodate all categories of learners: those who prefer morning, afternoon, week days, or only weekends
respectively. In respect of the content and the duration of the programme respondents considered the programmes
to be appropriate. On content the participant agreed that they learnt enough of what they hope to know to enable
them practice the skill; and on the duration, the period of training ranges from 6 months to 2 years depending on the
trade. The respondents affirmed that the duration was appropriate. In all cases the duration was considered
adequate.
…if the facilities and instructors were appropriate: Although the NGOs engage the experts of local
instructors, the instructors were considered appropriate and having the necessary training capacity to facilitate. In
respect of the facilities used, the NGOs provided adequate facilities but the major problem was the source of
power. There was irregular supple of power and in most cases the centre depended on small generating plant.
Conclusion
All the interventions had strong ripples effects in the communities they operated. The programmes had a positive
impact on their family/household as well as their community. Through the skill training people acquired skills
which are either absent or in limited supply in their community, beneficiaries became empowered to take care of
themselves, their family, and contribute to their community development process. What can be learnt from the
NGOs sector is the use of participatory process in the design, implementation and evaluation of adult non-formal
education intervention programme for poverty alleviation and community development, as well as training for
embedded vocational learning. This calls for practitioners and experts in adult and non-formal education to
develop an innovative and creative process for embedded skill training and to identify various skills that can be
embedded.
It would seem best to combine the two elements (vocational skills training and literacy learning) rather than
keep them in parallel. This entails the embedding of learning the act of literacy within the skills training by using
the embedded literacies of the craft or trade as the teaching and learning materials, so that literacy becomes one of
the skills being learned rather than something on its own; and to develop from this basis into a wider literacy so that
by the end of the programme the trainees develop enormous capacity in literacy, livelihood skills, entrepreneurial
skill, and community leadership skill.
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