it is important for me

1. WELCOME
To
The 3nd Unit
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2.  Main contents of the unit:
 Educational needs of the primitive societies
 The origins of UNESCO
 The missions UNESCO
 The objectives of UNESCO
 The major programs of UNESCO
 The history of ANFE in Ethiopia
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3.  After completing this unit, you will be able to:
 Identify the different educational needs of the
primitive societies.
 Explain the origins, missions and objectives of
UNESCO.
 Appreciate the history of ANFE in Ethiopia.
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4.  Who are primitive societies?
 Primitive societies can be defined as societies
with less sophistication.
 In what ways are primitive societies less
sophisticated?
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5.  For example, the specific social institutions
we know now were not present and;
 Most of the functions that the present social
institutions provide were provided by a single
institution – the extended family.
 Family was the unit of production and;
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6.  The primitives were characterized as forager
(collector), not producer.
 It was also in the extended family that the
education of children took place.
 There were no schools where children, youths
and adults could attend to.
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7.  Moreover, there were no modern types of
economic institutions that facilitated the
exchange of goods and services
 There were no developed political institutions
that maintained peace and order in societies.
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8.  These were some of the indications that
primitive societies were/are less sophisticated.
 Generally speaking, it can be said that
primitive society encompasses all societies
that dwell on the planet before the invention
of agriculture as an economic activity.
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9.  This includes: hunter-gatherer, horticulturalist,
and pastoralist societies.
 But, please remember that we said that: today
all these societies, as well as agricultural,
industrial and information societies co-exist on
the planet.
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10.  But, we are not considering the hunter-
gatherer, horticulturalists as well as the
pastoralists that exist today as primitive
societies b/se they co-exist with agricultural,
industrial & information societies & there is
considerable exchange of goods and ideas.
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11.  This section answers the question: what knowledge
and skills were worthwhile (important, relevant,
essential) in primitive societies?
 Which knowledge and skills in primitive societies
should be transmitted from parents to children so
that society sustains itself?
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12.  Mentioned below are the different educational
needs, and thus the contents covered by the
education provided in the primitive societies.
 The knowledge and skills in these societies are:
 Game movement (movement of animals that are
hunted).
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13.  The seasons for different wild foods
 Nature and use of specific plants (some may be
poisonous; or nutritious; or delicious..,)
 Knowledge of location.
 Knowledge of kinship (or false kinship, kinship
formed by having similar name, similar
father/mother name, etc.)
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14.  Hunting skills
 Religious knowledge
 Locations for grazing land and water (for
pastoralists)
 Knowledge of specific areas, land ownership
(for horticulturalists)
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15.  Defense from enemies (conflicts, war, etc.)
 Rituals and ceremonies
 Generally, education in primitive
societies can be characterized by the
following features:
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16.  It was all-encompassing (multi-disciplinary).
 It was tied to the social life of individuals
(materially and spiritually).
 It had diverse goals and methods.
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17. It emphasized on:
 Social responsibility;
 Job orientation;
 Political participation and;
 Spiritual and moral values.
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18.  It was gradual
 It was progressive
 It was a means to an end
 It emphasized lifelong learning.
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19.  The d/t methods used for education include:
 Learning by doing.
 Imitation
 Recitation
 Demonstration
 Participation in rituals and ceremonies.
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20.  As early as 1942, the governments of the
European countries met in the UK for the
conference of Allied ministers of Education.
 The IIWW was far from over, yet those
countries were looking for ways and means to
reconstruct their systems of education once
peace was restored.
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21.  At that time, artists and writers, academics and
politicians were ready to explore a multilateral
vision of a potential culture of peace because
in Italian Fascism taught children in the
primary grades to ‘recite, obey, believe, and
fight’.
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22.  German children were taught by the National
socialists to ‘think with their blood’ and Nazi
slogan proclaimed, ‘whenever I hear the word
‘culture’ … I release the safety catch on my
pistol (UNESCO, 1972).
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23.  Up on the proposal of conference of Allied ministers
of Education, a United Nations conference for the
establishment of educational and cultural
organizations was convened in London from 1 to 16
November 1945.
 Scarcely had the war ended when the conference
opened.
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24.  It gathered together the representatives of forty-four
countries who decided to create an organization that
would embody a genuine culture of peace.
 In their eyes, the new organization must establish the
‘intellectual and moral solidarity of mankind’&
prevent the outbreak of another world war.
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25.  At the end of the conference, thirty-seven
countries founded the UNESCO.
 The constitution of UNESCO, signed on 16
November 1945, came into force on 4
November 1946 after ratification by twenty
countries.
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26.  The first session of the General Conference of
UNESCO was held in Paris from 19
November to 10 December 1946 with the
participation of representatives from 30
governments entitled to vote.
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27.  Currently UNESCO has 193 member states
and seven Associate members.
 The organization is based in Paris, France,
with over 50 field offices and many
specialized institutes and centers throughout
the world.
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28.  Most of the field offices are ‘cluster’ offices covering
three or more countries; there are also national and
regional offices.
 UNESCO pursues its objectives through five major
programs: education, natural sciences, social &
human sciences ,culture & communication &
information (UNESCO, 1985).
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29.  UNESCO’s mission is to contribute to the
building of peace, the eradication of poverty,
sustainable development and intercultural
dialogue (UNESCO, 1997).
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30.  Attaining quality education for all & lifelong
learning.
 Mobilizing science knowledge and policy for
sustainable development.
 Addressing emerging social and ethical
challenges.
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31.  Fostering cultural diversity, intercultural
dialogue and a culture of peace.
 Building inclusive knowledge societies
through information and communication.
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32.  UNESCO’s specific mandate is building a
world of peace & prosperity for all through the
educational, scientific and cultural relations of
the people of the world and founded upon the
intellectual and moral solidarity of mankind.
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33.  It works on the promotion of education for
peace, human rights, and democracy.
 The notion of a ‘culture of peace’ was first
elaborated for UNESCO in 1989.
 It constructs a new vision of peace by
developing a peace culture.
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34.  Culture, the symbols, exists within us more
vibrantly (full of life and energy) than any
stone monument.
 It is a sea of memories, significations and
fantasies for the future in which we swim all
our lives.
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35.  And every woman, child and man bathes in it
and has the potential, unlike the fish or dolphin
to change that sea by creating new insights,
new ways of seeing, doing and being.
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36.  UNESCO’s founder believed that knowledge
has an ethical foundation and an ethical role to
play in building a peaceful world through
intellectual co-operation to charge the ‘culture
of war’ to the ‘culture of Peace’.
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37.  They wrote in UNESCO’s constitution “since
wars begin in the minds of men, it is in the
minds of men that the defense of peace must
be constructed”.
 UNESCO’s goal was to promote education,
social justices & global peace and cooperation.
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38.  To reach those goals, UNESCO has five major
and other special fields of action/programs.
 The major programs are: education, natural
science, social and human sciences, culture
and communication and information.
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39.  UNESCO believes that education empowers
people, gives them a voice and unlocks their
full potential.
 Education is a building block to well-
functioning democracies and peaceful
societies.
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40.  It is a sound investment that helps nations &
communities to develop economically & socially.
 UNESCO highly works to promote education as a
fundamental right.
 It has set various priorities for education that
includes:
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41.  Basic education for all
 Literacy and adult education
 Promoting quality and relevant education
worldwide
 Teacher training.
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42.  Making education relevant to life and work
(promoting TVET)
 Higher education: educational advancement
and societal development
 Educating those with special needs
 Reaching the unreached.
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43.  Basic education for all means that people have an
opportunity to realize their potential.
 In March 1990 (Jomtien,Thailand) stated that
everyone has a right to education & proclaimed a
commitment to meet the basic learning needs of
every citizen in every society.
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44.  In April 2000 (at Dakar), 164 country
governments, together with representatives of
regional groups, international organizations,
donor agencies, NGOs and civil societies
reaffirmed the Jomtien perspective on EFA.
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45.  Expanding & improving comprehensive early
childhood care and education, especially for
the most vulnerable & disadvantaged children.
 Ensuring that by 2015 all children have access
to and complete, free and compulsory primary
education of good quality.
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46.  Ensuring that the learning needs of all young
people and adults are met through equitable
access to appropriate learning and life skills
programs.
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47.  Achieving a 50% improvement in levels of
adult literacy by 2015 and equitable access to
basic and continuing education for adults.
 Eliminating gender disparities in primary and
secondary education by 2005 with a focus on
ensuring girl’s full and equal access to and
achievement in basic education.
 47

48.  To this end, UNESCO has contributed to
achieving the EFA goals.
 To do this, the organization has supported
member states’ efforts to develop policies
expanding equitable access and improving
quality in primary education.
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49.  Since its foundation, UNESCO has been at the
forefront of literacy efforts and dedicated to
keeping these high on national and
international educational agendas.
 literacy has been considered as the right to
every person: to read, write and calculate.
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50.  In 1960’s &1970’s, the concept of “functional
Literacy” was born.
 It allied education & especially literacy with
social and economic development and
expanded the understanding of literacy beyond
the imparting of basic technical skills.
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51.  Paulo Freire considers the cultural actions
immediately relevant to learner.
 For all , the concept of “functional literacy”
marked a turning point in the history of
education.
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52.  The contribution of UNESCO, for instance,
was involved in the (EWLP) conducted in
conjunction with the United Nation’s first
development Decade, for which literacy was
valued as a technical solution to socio
economic problems
52

53.  Since its foundation, UNESCO has played a
pioneering role in the conception of adult
education.
 The definition of adult education which was
adopted by the Fifth International Conference on
Adult Education in Hamburg is written as follows:
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54.  The definition of AE is a powerful concept for
fostering ecologically SD, for promoting democracy,
justice, gender equality, and scientific, social and
economic development and for building a world in
which violent conflict is replaced by dialogue and a
culture based on justice” (UNESCE, 1997a).
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55.  From this definition, AE is required in
alleviation poverty, consolidation democratic
process, strengthening & protection of human
rights, promoting a culture of peace,
encouraging gender equality, enhancing
empowerment of women;
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56.  Promoting justice and equality for minorities
and indigenous people.
 Hence, Adult Education is more than a right;
 It is the key to human development.
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57.  UNESCO conceptualized that adult education
is the main instrument to achieve the MDG.
 The interwoven connection between AE and
MDG’s can be apprehended from the
following information:
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58.  Reduce child mortality
 Eradicating extreme hunger and poverty
 Achieving universal primary education
 Promote gender equality and empower
women
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59. Improve maternal health
 Combat HIV/AIDS, malaria and other diseases
 Ensure environmental sustainability
 Develop a global partnership for development
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60.  The other major program, UNESCO attain its
mission is Natural science and technology.
 Science and technology are key components of
social integration, sustainable development
and poverty eradication based on equity,
freedom, justice, governance and solidarity.
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61.  It also has a central role to play in overcoming
many of the other social and economic
inequalities that act as barriers to
empowerment (UNESCO, 2006).
 Besides, it enables human beings in utilizing
and transforming events to meet their needs.
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62.  UNESCOs basic science program deals with,
molecular biology, biotechnology, chemistry, pure
and applied physics and mathematics as well as
interdisciplinary areas that underlie human health,
the preservation of the environment and human
well–being.
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63.  Through this program UNESCO also focuses
on tackling the problem of fresh water, water
quality and the ocean.
 Hence, it stresses on promotion &
development of science & technology by
providing help to the member states.
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64.  The social and human science of UNESCO
promotes basic human rights and democracy.
 It works to encourage & disseminate human
rights research;
 To promote education in human rights;
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65.  To lead action in the fight against all forms of
discrimination at NRI level;
 To encourage cooperation among all actors and
networks;
 To promote democracy and to further reflection
on new forms of violence.
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66.  In this program, UNESCO promotes cultural
acceptance, maintenance of cultural diversity
as well as the protection of cultural heritages.
 It is concerned to identify, protect & preserve
the world’s cultural and natural heritages.
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67.  So that it can be handed down to future generations
 There are three broad fields of actions:
 Safeguarding, renewing and promoting world’s
common cultural heritages.
 The tangible heritages are those made up of sites,
monuments and materials.
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68.  The intangible heritages are related to the
performing arts, cultural traditions, endangered
languages and oral expression of the world’s people.
 Dealing with various forms of cultural identity, with
a focus on intercultural dialogue, the protection of
artistic and intellectual creation.
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69.  ICT has become one of the basic building
blocks of modern society.
 By recognizing this, UNESCO tries to ensure
that all countries have access to the best
educational facilities necessary to prepare
people to play full roles in modern society.
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70.  UNESCO ensures the free flow of ideas and
empowers people through access to
information and knowledge about different
subject area.
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71.  In general, UNESCO works for:
 Freedom of expression and freedom of press,
and to the independence of media
 Promoting international cooperation in the
areas of scientific and technological
information, libraries and archives to ensure
greater access to knowledge.
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72.  In order to respond Quickly, UNESCO has
priority strategic needs. These include:
 Fighting HIV/AIDS
 Promoting gender equality
 Climatic change
 Sustainable development
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73.  Education in general and FE in particular has
been dominated by the Ethiopian Orthodox
church for many centuries until 1900s.
 The traditional education, pre-1900s, provided
by the church includes deferent stages.
 The first one is learning of alphabet.
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74.  The next stage is the memorization of the first
chapter of the first Epistle General of St. John
in Geez.
 In the third, the Acts of the Apostles were
studied and writing and arithmetic continued.
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75.  At the fourth stage, the study of Psalms of Devil,
the Virgin Mary, the Song of Solomon and others
followed.
 The contents of higher education include church
music, poetry, math, history, philosophy, and
manuscript writing.
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76.  At the end of the 19thc, Minilik II permitted
the establishment of missionary of Education.
 At the beginning of the 20thc, the education
system failure to meet the needs of the people
involved in statecraft, diplomacy, commerce,
and industry.
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77.  Which leads to the introduction of government
sponsored secular education.
 Accordingly, the first public school, (Minilik
II), was opened in 1908.
 Next to that, Haile Selassie I come to power
77

78.  He appreciated the work of missionaries and
expanded the secular education.
 After some time, Italy occupied Ethiopia and
the educational system of that time damaged.
 Following it’s defeat, Ethiopia started to
build up the education sector.
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79.  In the 1961, Ethiopia hosted the UNSCAS on
the development of education.
 This conference highlighted Ethiopians
educational deficiencies and lead to the
development of a new educational policy
79

80.  Note:((UNSCAS) United Nations Sponsored
Conference of Africa States)
 The curriculum was also revised so as to
include academic and non- academic subjects.
 However, the curriculum was copied from the
western.
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81.  The contemporary system of Ethiopian formal
education is a decentralized one.
 Nevertheless, formal education curriculum is
understood as the educational policies in
operation at school level.
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82.  Practically, it has been understood as the sum
total of all subjects taught at school (syllabi,
textbook, teachers guide).
 Many writers also claim that there was no need
assessment during the curriculum development
process.
82

83.  Adult education has a long history in Ethiopia.
 However, prior to the regime of Minilik II, the
educational system in general and adult
education in particular was predominantly
religious oriented to serve the man power need
of the church and the state.
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84.  There were certain Adult education programs
available in 1940s.
 For example, literacy and extension classes
were given by America institute in 1946,
college level continuing education since 1953
and Berhane- Zarenew Institution in 1948.
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85.  The last one had the objectives of enhancing
adult education with the evening classes,
lectures and discussion for the general public
and in-service education for teachers.
 In the 1967, the ministry of education formally
established the department of adult education.
85

86.  The department supported with foreign donation
started to provide Work Oriented Adult Education
program.
 Furthermore, correspondence program was
launched in partnership with the Haile Selassie I
University.
86

87.  The fact that most of the correspondence
courses were from foreign institutions, based
in Britain, USA; the contents were not related
to the need and objectives of reality of
Ethiopian situation.
87

88.  After 1974, the community skill training
programs, post-secondary adult education
and co-operatives were expanded.
 These centers were established to support the
post literacy and continuing educational
activities.
88

89.  The curriculum also includes Agricultural
Education, skill training, health education,
cottage industry skills, family living education
and political education which were intended
for community development work.
89

90.  Currently, under FDRE Adult education program was
lowered to a panel (section) level from the level of
departments.
 The major responsibility of this section is preparing
curriculum framework for the regions, organizing
seminars and visiting adult education centers.
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91.  The curriculum is need based, flexible.
 The regional adult education coordinators will
interpret this curriculum to regional languages
and to their specific situation of their localities.
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92.  From the above, CEP is a very recent phenomenon &
its history only goes back to the introduction of
modern education in Ethiopia.
 The widely used modes particularly in tertiary
institutions were evening, distance and summary
in-service programs
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93.  The curricula have minor differences
depending on the entry behavior of the adult
learner.
 Those in generic programs take exactly the
same courses offered to the regular (day)
program students.
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94.  Thus, the curriculum makes no distinction.
 Not only the curriculum but also the teaching
methodology and the assessment techniques
used were the same.
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95. This is the end of the unit
Thanks so much
your Active
for
Participation
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